Abstract

Background: The COVID-19 pandemic has significantly impacted global education, including medical education, with traditional lectures and internships being disrupted and replaced by online learning platforms. This study aims to investigate the impact of e-learning through Blackboard on medical student's physiology education, as it directly relates to their curriculum and future medical practice.
Methods: A structured questionnaire was developed to gather data on the impact of e-learning on physiology. The questionnaire's design ensured content validity and inter-reliability by incorporating existing literature, theoretical frameworks, and expert input. A total of 149 second and third-year medical students participated in the study. The online questionnaire, distributed via Google Forms, utilized a Likert scale for students to rate their attitudes towards online teaching. It covered demographic information, student satisfaction, and satisfaction with assignment methods.
Results: Most participants were female (64%), and most students accessed online classes through their phones (93%). Results indicated that students agreed that online learning protected them from COVID-19 and facilitated better time management. However, a significant proportion for preferred face-to-face lectures and reported being distracted by the comforts of home. Overall, satisfaction rates were high, particularly for the assignment method, highlighting its benefits.
Conclusion: This study shows that e-learning through Blackboard positively impacted medical students physiology education during COVID-19. Despite challenges and a preference for in-person learning, most students were satisfied with online teaching and found the assignment method beneficial. These findings highlight the potential of online platforms like Blackboard in medical education during crises, offering insights for improvement.

Keywords

E-learning,  medical education,  physiology, COVID-19, online learning.

How to Cite