Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

Aim The global pandemic of COVID-19 has led to extensive practice of online learning. Our main objective is to compare different online synchronous interactive learning activities to evaluate students' perceptions. Moreover, we also aim to identify factors influencing their perceptions in these classes.Methods A cross-sectional, questionnaire-based study focusing on clinical year medical students' perceptions and feedback was conducted between February 2021 -June 2021 at the University of Hong Kong. Online learning activities were divided into bedside teaching, practical skill session, problem-based learning (PBL) or tutorial, and lecture. A questionnaire based on the Dundee Ready Education Environment Measure (DREEM) was distributed to 716 clinical year students to document their perceptions.Results One hundred responses were received with a response rate of 15.4% (110/716, including 96 from bedside teaching, 67 from practical skill session, 104 from PBL/tutorial, and 101 from lecture).For the mean score of the DREEM-extracted questionnaire, online PBL/tutorial scored the highest (2.72 +/- 0.54), while bedside scored the lowest (2.38 +/- 0.68, p = 0.001). Meanwhile, there was no significant difference when we compared different school years (p = 0.39), age (p = 0.37), gender (p = 1.00), year of internet experience (p = 0.59), or prior online class experience (p = 0.62).When asked about students' preference for online vs face-to-face classes. Students showed higher preferences for online PBL/tutorial (2.06 +/- 0.75) and lectures (2.27 +/- 0.81). Distraction remains a significant problem across all four learning activities.A multivariate analysis was performed regarding students' reported behavior in comparison with their perception through the DREEM-extracted questionnaire. The results showed that good audio and video quality had a significant and positive correlation with their perception of online bedside teaching, practical skill sessions, and PBL/tutorial. It also showed that the use of the video camera correlated with an increase in perception scores for lectures.Conclusion The present analysis has demonstrated that students' perception of different online synchronous interactive learning activities varies. Further investigations are required on minimizing distraction during online classes.

Automated summary

This study aimed to compare different online synchronous interactive learning activities in terms of students' perceptions and identify factors influencing these perceptions. The results from a questionnaire-based study of clinical year medical students at the University of Hong Kong showed that online problem-based learning/tutorial received the highest perception score, while bedside teaching received the lowest score. Students showed a preference for online problem-based learning/tutorial and lectures over face-to-face classes. However, distraction remained a significant issue in all four learning activities. Further research is needed to minimize distraction during online classes.