Can medicine be taught online? Cavendish University's transition from contact classes to online learning during the COVID-19 pandemic

Abstract

Introduction: The COVID-19 pandemic imposed dramatic changes on teaching and learning worldwide. Many universities transitioned from contact classes to utilizing fully electronic online modes. This study aims to evaluate Cavendish University School of Medicine students' online learning experience during the COVID-19 pandemic.

Method: This was an exploratory cross-sectional study that used simple random sampling to select participants at Cavendish University Zambia. An online questionnaire was distributed to the selected students at the time of the conclusion of the semester. The survey was voluntary, and all data were collected and recorded via google forms with maintaining anonymity.

Results: A total of 385 participants took part in the survey. Most of the participants were female124 (50.4%) and studying MBChB 171 (44.7%). The study found that there was a significant difference in the level ofunderstanding(p value=0.01), the ability to explain online classes (p value=0.04), and internet reliability (p value=0.04) across and within programs. Most students were affected by load­ shedding but the observed difference in median scores was not significant (p value=0.07).

Conclusion: Teaching online presented an opportunity to complete the semesters' curriculum during the coronavirus pandemic. With obstacles like electricity load shedding and unstable internet reliability, students reported high rates of motivation, confidence in the materials taught, and exam preparedness.