Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching

Introduction: The COVID-19 pandemic has significantly changed the learning environment for medical students and affected their academic achievement. This study aims to determine the student’s clinical competency, learning environment, and its associated factors during the primary care medicine posti...

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Published in:Malaysian Journal of Medicine and Health Sciences
Main Author: Kamaruddin K.N.; Miptah H.N.; Nasir N.M.N.M.; Yusuf S.Y.M.; Shibraumalisi N.A.
Format: Article
Language:English
Published: Universiti Putra Malaysia Press 2023
Online Access:https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181958305&doi=10.47836%2fMJMHS.19.5.13&partnerID=40&md5=ca147bb6dfbe7b460aa3b5f8b9453f72
id 2-s2.0-85181958305
spelling 2-s2.0-85181958305
Kamaruddin K.N.; Miptah H.N.; Nasir N.M.N.M.; Yusuf S.Y.M.; Shibraumalisi N.A.
Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
2023
Malaysian Journal of Medicine and Health Sciences
19
5
10.47836/MJMHS.19.5.13
https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181958305&doi=10.47836%2fMJMHS.19.5.13&partnerID=40&md5=ca147bb6dfbe7b460aa3b5f8b9453f72
Introduction: The COVID-19 pandemic has significantly changed the learning environment for medical students and affected their academic achievement. This study aims to determine the student’s clinical competency, learning environment, and its associated factors during the primary care medicine posting amid the COVID-19 pandemic. Methods: This is a cross-sectional study among medical students who had completed primary care medicine posting during the COVID-19 pandemic. Data on socio-demographic, posting characteristics, and students’ learning environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire and their objective structured clinical examination (OSCE) marks were collected. Independent t-test was used to compare DREEM scores between face-to-face and online groups. Multivariate analysis was used to determine factors associated with clinical competency and DREEM scores with p <0.05 considered significant. Results: A total of 205 students were recruited. Only 9.8% failed OSCE. Face-to-face teaching delivery (OR=3.61, 95 CI =1.03,11.30), face-to-face precept method (OR=1.24, 95 CI =1.12,12.51) and integrated curriculum (OR=5.23, 95 CI =1.03,26.47) were associated with good clinical competency. The total mean DREEM score was 72.94 (SD 28.8), with 89.3% having poor DREEM scores. Students who received face-to-face teaching scored higher in the Student’s Perceptions of Teacher domain compared to online teaching (p =0.036). Conclusion: Face-to-face teaching is preferred for good clinical competence and a learning environment. The impact of experiential learning was huge in our study, and it cannot be replaced by online learning. Furthermore, retraining teachers will improve the online learning experience for the students. © 2023 UPM Press. All rights reserved.
Universiti Putra Malaysia Press
16758544
English
Article
All Open Access; Bronze Open Access
author Kamaruddin K.N.; Miptah H.N.; Nasir N.M.N.M.; Yusuf S.Y.M.; Shibraumalisi N.A.
spellingShingle Kamaruddin K.N.; Miptah H.N.; Nasir N.M.N.M.; Yusuf S.Y.M.; Shibraumalisi N.A.
Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
author_facet Kamaruddin K.N.; Miptah H.N.; Nasir N.M.N.M.; Yusuf S.Y.M.; Shibraumalisi N.A.
author_sort Kamaruddin K.N.; Miptah H.N.; Nasir N.M.N.M.; Yusuf S.Y.M.; Shibraumalisi N.A.
title Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
title_short Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
title_full Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
title_fullStr Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
title_full_unstemmed Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
title_sort Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
publishDate 2023
container_title Malaysian Journal of Medicine and Health Sciences
container_volume 19
container_issue 5
doi_str_mv 10.47836/MJMHS.19.5.13
url https://www.scopus.com/inward/record.uri?eid=2-s2.0-85181958305&doi=10.47836%2fMJMHS.19.5.13&partnerID=40&md5=ca147bb6dfbe7b460aa3b5f8b9453f72
description Introduction: The COVID-19 pandemic has significantly changed the learning environment for medical students and affected their academic achievement. This study aims to determine the student’s clinical competency, learning environment, and its associated factors during the primary care medicine posting amid the COVID-19 pandemic. Methods: This is a cross-sectional study among medical students who had completed primary care medicine posting during the COVID-19 pandemic. Data on socio-demographic, posting characteristics, and students’ learning environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire and their objective structured clinical examination (OSCE) marks were collected. Independent t-test was used to compare DREEM scores between face-to-face and online groups. Multivariate analysis was used to determine factors associated with clinical competency and DREEM scores with p <0.05 considered significant. Results: A total of 205 students were recruited. Only 9.8% failed OSCE. Face-to-face teaching delivery (OR=3.61, 95 CI =1.03,11.30), face-to-face precept method (OR=1.24, 95 CI =1.12,12.51) and integrated curriculum (OR=5.23, 95 CI =1.03,26.47) were associated with good clinical competency. The total mean DREEM score was 72.94 (SD 28.8), with 89.3% having poor DREEM scores. Students who received face-to-face teaching scored higher in the Student’s Perceptions of Teacher domain compared to online teaching (p =0.036). Conclusion: Face-to-face teaching is preferred for good clinical competence and a learning environment. The impact of experiential learning was huge in our study, and it cannot be replaced by online learning. Furthermore, retraining teachers will improve the online learning experience for the students. © 2023 UPM Press. All rights reserved.
publisher Universiti Putra Malaysia Press
issn 16758544
language English
format Article
accesstype All Open Access; Bronze Open Access
record_format scopus
collection Scopus
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