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9GENDER-DEPENDENT FEATURES OF MEDICAL STUDENTS SELF-ASSESSMENT OF THEIR SATISFACTION OF ONLINE TRAINING IN THE STRICT QUARANTINE
Koloskova O.,
Professor, Head of Department of Pediatrics and Pediatric Infectious Diseases of Bukovinian State Medical University
Bilous T.,
PhD, Associate Professor of Department of Pediatrics and Pediatric Infectious Diseases of Bukovinian State Medical University
Bilyk G.,
PhD, Associate Professor of Department of Pediatrics and Pediatric Infectious Diseases of Bukovinian State Medical University
Garas M.,
PhD, Associate Professor of Department of Pediatrics and Pediatric Infectious Diseases of Bukovinian State Medical University
Shahova O.
PhD, Assistant of Department of Pediatrics and Pediatric Infectious Diseases of Bukovinian State Medical University
Abstract
Article shows investigation of medical university student's satisfaction with the online learning mode in strict quarantine, depending of the respondents' gender by anonymous questionnaire. The questionnaire offered to students contained questions about the organization of the educational process in the online format with the remote technologies, the effectiveness of this method of obtaining knowledge, and other problematic issues. The survey was conducted twice: at the beginning of quarantine measures in March 2020 and the second survey was conducted at the end of the spring semester 2019-2020 academic year in May-June 2020.
Female students more often than male students, at the start of distance learning express dissatisfaction exclusively with the online format of the educational process, but the increasing rate of such dissatisfaction in men is higher. At the initial and final questionnaire female students are twice as likely as male students recognize to increase the amount of processed educational material in the context of distance education, which emphasizes the greater diligence of women in learning and is confirmed by the probably greater influence of personal disorganization on the learning process in the men cohort. In the process of distance learning, the risk of problems with Internet communication is probably reduced among female students, but the risk of negative impact of their own disorganization on the educational process is slightly increased.
Keywords: educational process, higher medical education, online remote technologies, gender differences of student's satisfaction.
Medical education, in particular in terms of young professionals training in medical universities, must constantly evolve, as future physicians will face patients in completely different healthcare contexts than today's [7].
In today's world, medical students are at increased risk for a number of psychological problems, such as stress and anxiety, related to workload and learning requirements, which have become commonplace in the student medical community [1].
It is shown that medical students have a low level of satisfaction with the quality of life [17]. In general, satisfaction surveys are used in a wide range, including academic satisfaction [16], university satisfaction [2], career satisfaction [11], student satisfaction with the educational process [6, 18]. In addition, student satisfaction is considered an important tool for measuring the quality of education, and the study of satisfaction by surveying teachers and students is considered an effective means of improving the sustainable development of higher education [9].
At the same time, gender differences have an impact on the results of this assessment, which was the subject of this study, and considered especially relevant
self-assessment of male and female students' satisfaction with online learning in the conditions of strict quarantine caused by the SARS-CoV2 pandemic. Given the risk that medical students may become infected with the coronavirus while education and transmit it to the community, and the need to socially isolation of students at home, motivated us to develop special curricula for online learning only [14].
5th year medical students, starting from March 2020, have mastered the knowledge of pediatrics at Bukovinian State Medical University using distance learning technologies and developed e-courses, including online lectures in real time with interactive discussions and the use of several different programs or lectures for self-study, which corresponds to the modern experience of other universities [4]. The gender peculiarities of the perception of such an educational format and the satisfaction of the representatives of both sexes seemed interesting to us, as it was the first experience of the department in teaching pediatrics in the mode of full distance.
The purpose of the work. To investigate medical university student's satisfaction with the online learning mode in strict quarantine, depending of the respondents' gender by anonymous questionnaire.
Material and methods. In the dynamics of quarantine measures a survey of 5th year students of medical faculties of Bukovinian State Medical University conducted by remote forms such as google-forms, or using the capabilities of the electronic register journal. The questionnaire offered to students contained questions about the organization of the educational process in the online format with the remote technologies, the effectiveness of this method of obtaining knowledge, and other problematic issues. The survey was conducted twice: at the beginning of quarantine measures in March 2020 (90 students of the 5th year of the speciality "medicine" answered the questionnaire, of which 67,8% were girls), and the second survey was conducted at the end of the spring semester 2019-2020 academic year in May-June 2020. The average age of male respondents was 21,89±0,32 years (min-max: 21,0-30,0), and female respondents was 21,77±0,13 years (min-max: 21,0-26,0; Pt> 0,05).
Statistical analysis was performed using the methods of parametric and nonparametric statistics. The statistical significance of the differences was assessed using the parametric Student's t-test (Pt). To calculate the reliability of the differences between partial and percentage indicators, the Fisher angular transformation method (P9) was used. The assessment of clinical and epidemiological risk of the event was carried out taking into account the values of the odds ratio (OR), relative risk (RR), determining their 95% confidence intervals (95% SI), and calculated the attributive risk of the event (AR).
Results and discussion. During the first questionnaire, 96,55% of boys and 93,44% of girls expressed satisfaction with the online learning format (P^> 0,05), but the part of female students who were not satisfied with this learning format at the start was almost twice as high as among men (6,56% vs. 3,44%, P^>0,05). This is correlated with scientific sources [13], which suggest that women, in contrast to men, prefer a learning environment where communication and collaboration with colleagues are encouraged [15], which in the medical student community can be explained from the standpoint of a higher level of empathy among women. However, it is believed that online learning can complement the learning of students and improve interaction between themselves or students with teachers through easily accessible devices. Even with limited resource settings, e-learning helps students communicate with their peers, tutors, and master curricula [10, 12].
In our study, one third of respondents (regardless of gender) (37,93% of boys and 36,07% of girls, P^> 0,05) did not note the need to increase the time to prepare for classes online. At the same time, female students twice as often (26,23%) noted an increased amount of educational material during distance education relative to male students (13,79%, P^> 0,05).
However, with the same frequency, respondents did not predict a deterioration in the level of knowledge in the online learning process, which was 62,07% and 63,93% of responses by males and females, respectively (P^> 0.05). Thus, female students with less sat-
isfaction with online education technology have mastered a larger amount of educational material while saving time for its learning.
According to opinion of 60,65% female students and 58,62% male students (P^>0,05), the home environment promotes learning, but is hindered by personal disorganization, which is probably more often determined by male students (44,83% vs. 26,23% among girls, P^<0.05). Thus, male students have a higher risk of personal disorganization influencing the distance learning process compared to women: odds ratio (OR) - 2,29 (95% CI 1,26-7,15), relative risk (RR) - 1,47 (95% CI 1,01-2,18), attributive risk (AR) - 0,20.
In general, the results of the survey were correlated with the literature that male students have a higher overall satisfaction with distance learning than their female counterparts, which may be due in part to higher levels of computer skills and lower levels of anxiety in men compared to women, who have a lower level of computer perception and higher computer anxiety. As a result, such gender characteristics of women affect their satisfaction with distance learning [3, 5, 8].
A re-survey of 5th year students, conducted at the finish of the semester after more than three months of distance learning, showed that regardless of gender, there was a decrease in student satisfaction with online learning. Thus, among men this format of education received a positive assessment in 86,66% of cases, and among female students - in 87,14% of cases (P^>0,05). Compared to the initial results, the part of respondents who expressed dissatisfaction with the remote format of knowledge acquisition significantly increased. In particular, among men there were 13,33%, and among women - 12,9% (P^<0,05).
26,7% of male students and 35,0% of female students (P^>0,05) expressed a desire to reduce the number of online classes when the quarantine restrictions were lifted, in particular due to the fact that 23,33 % and 22,85% of male and female respondents (P^> 0,05) assessed the risk of deterioration in the level of training.
Regardless of gender, every fourth respondent (26,66% of male students and 25,0% of female students, P^> 0,05) at the finish of the semester combined study with work, 35,0% of respondents both sexes told to the problem of personal disorganization in the process of distance learning. The female students had complications with Internet connection in 2,14% of cases, and among men the share of such responses increased to 8,33%, which, apparently, indicated a rapid pace in mastering new skills in females.
The table shows the indicators of clinical and epidemiological risk of changes that occurred in the satisfaction of 5th year students with online training in pediatrics, taking into account gender, according to two anonymous surveys conducted under strict quarantine restrictions. It should be noted that the trend in the frequency of responses coincided mainly in both sexes, except for the problem of Internet communication, the frequency of which increased in men and decreased in women, in which, in turn, increased the impact of their own disorganization on the process learning with the opposite trend in male students.
Table
Indices of deviation risk in self-assessment by 5th year students _of satisfaction with distance learning of pediatrics_
Changes in self-esteem satisfaction with the online format Indices of clinical and epidemiological risk Indices of clinical and epidemiological risk
Odds ratio (95% CI) Relative risk (95% CI) Attributive risk
Male students
Increasing the part of dissatisfied with the online format 4,31 (1,27-14,52) 1,68 (0,5-5,32) 0,32
Reducing fears of deteriorating knowledge 5,38 (2,92-9,94) 2,19 (1,49-3,23) 0,40
Increasing the part of frustrations in the online format 4,49 (2,75-7,48) 2,32 (1,71-2,09) 0,38
Increasing the part of employed students 3,15 (1,44-6,88) 1,68 (0,82-3,10) 0,27
Increasing Internet connection problems 1,22 (0,42-3,51) 1,11 (0,42-2,9) 0,05
Reducing the impact of one's own disorganization on learning 1,5 (0,85-2,67) 1,22 (0,87-1,73) 0,10
Female students
Increasing the part of dissatisfied with the online format 2,10 (0,78-5,64) 1,37 (0,55-3,37) 0,18
Reducing fears of deteriorating knowledge 5,98 (3,22-11,12) 2,31 (1,57-3,41) 0,42
Increasing the part of frustrations in the online format 2,68 (0,5-16,58) 1,47 (0,42-8,67) 0,22
Increasing the part of employed students 1,7 (0,84-3,41) 1,28 (0,83-2,23) 0,15
Increasing Internet connection problems 3,21 (2,67-15,39) 1,54 (1,34-7,04) 0,36
Reducing the impact of one's own disorganization on learning 1,5 (1,0-2,77) 1,22 (1,0-1,86 0,11
Thus, certain gender-associated differences in the self-esteem of 5th year medical students by distance learning of pediatrics occurred not only at the start of this format of the educational process, but also after 3,5 educational months, and, in addition, there were divergent vectors in separate responses of men and women. Thus, the part of satisfied persons with this educational format among boys decreased by 9,88%, and among female students - by 6,3%, with a corresponding increase in the percentage of disappointments in exclusively online education.
In contrast, the assessment of students' satisfaction with their theoretical training was more optimistic, as the part of respondents who did not notice a deterioration in knowledge increased in 2,1 times (41,07%), and among males - in 2,02 times (38,74%). Indices of clinical and epidemiological risk of gender-independent increase in the proportion of students who expressed satisfaction in the process of distance learning and did not feel the deterioration of knowledge in pediatrics were: for women: OR - 5,98 (95% CI 3,21-11,12), RR - 2,59 (95% CI 1,95-3,42), AR - 0,41; and for male students: OR - 5,38 (95% CI 2,91-9,94), RR - 2,45 (95% CI 1,86-3,21), AR - 0,40.
Conclusions.
1. 5th year female students in 1,9 times more often than male students, at the start of distance learning express dissatisfaction exclusively with the online format of the educational process, but the increasing rate of such dissatisfaction in men is higher (OR=4,31 vs 0R=2,10).
2. At the initial and final questionnaire female students (26,23% and 25,71%, respectively) are twice as likely as male students (13,79% and 15,0%, respectively) recognize to increase the amount of processed educational material in the context of distance education, which emphasizes the greater diligence of women
in learning and is confirmed by the probably greater influence of personal disorganization on the learning process in the men cohort (OR=2,29).
3. In the initial survey, none of the surveyed male students expressed dissatisfaction with the distance learning format against 1,64% of female students, but the risk of such dissatisfaction among men is twice as high (0R=4,49 vs. 0R=2,68).
4. In the process of distance learning, the risk of problems with Internet communication is probably reduced among female students (0R=3,21), but the risk of negative impact of their own disorganization on the educational process is slightly increased (0R=1,5).
5. Regardless of gender, in the process of online learning the part of respondents who express satisfaction with their own knowledge of educational material in pediatrics has doubled (the chances of this event among female students are 0R=5,98, and male students are 0R=5,38), which indicates a high level of teaching the subject to 5th year students and in conditions of strict quarantine restrictions.
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