Medical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Uganda

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dc.contributor.authorOlum, Ronald
dc.contributor.authorAtulinda, Linda
dc.contributor.authorKigozi, Edwin
dc.contributor.authorNassozi, Dianah Rhoda
dc.contributor.authorMulekwa, Alzan
dc.contributor.authorBongomin, Felix
dc.contributor.authorKiguli, Sarah
dc.date.accessioned2023-01-22T19:19:49Z
dc.date.available2023-01-22T19:19:49Z
dc.date.issued2020
dc.description.abstractGiven the dearth need for healthcare workers in the control of the ongoing COVID-19 pandemic, e-learning has been adopted in many settings to hasten the continuation of medical training. However, there is a paucity of data in low resource settings on the plausibility of online learning platforms to support medical education. We aimed to assess the awareness, attitudes, preferences, and challenges to e-learning among Bachelor of Medicine and Bachelor of Surgery (MBChB) and Bachelor of Nursing (B.NUR) students at Makerere University, Uganda. An online cross-sectional study was conducted between July and August 2020. Current MBChB and B.NUR students aged 18 years or older constituted the study population. Using Google forms, a web-based questionnaire was administered through the Makerere University mailing list and WhatsApp messenger. The questionnaire was developed using validated questions from previously published studies. Overall, 221 participants responded (response rate = 61%). Of the 214 valid responses, 195 (92.1%) were Ugandans, 123 (57.5% were male, and 165 (77.1%) were pursuing the MB ChB program. The median age was 23 (18 to 40) years. Ownership of computers, smartphones, and email addresses were at 131 (61.2%), 203 (94.9%), and 208 (97.2%), respectively. However, only 57 (26.6%) respondents had access to high or very high quality internet access. Awareness and self-reported usage of e-learning (MUELE) platforms were high among 206 (96.3%) and 177 (82.7%) respondents, respectively. However, over 50% lacked skills in using the Makerere University e-learning (MUELE) platform. About half (n = 104, 49%) of the students believed that e-learning reduces the quality of knowledge attained and is not an efficient method of teaching. Monthly income (P = .006), internet connectivity quality (P < .001), computer ownership (P = .015) and frequency of usage of academic websites or applications (P = .006) significantly affected attitudes towards e-learning. Moreover, internet costs and poor internet connectivity were the most important barriers to e-learning reported by 199 (93%) and 179 (84%) students, respectively. Sensitization and training of students and faculty on e-learning and use of existing learning platforms are important to improve the attitude and use of e-learning. Blended online and use of offline downloadable learning materials would overcome the challenges related to the variable quality of internet access in the country.en_US
dc.identifier.citationOlum, R., Atulinda, L., Kigozi, E., Nassozi, D. R., Mulekwa, A., Bongomin, F., & Kiguli, S. (2020). Medical education and E-learning during COVID-19 pandemic: awareness, attitudes, preferences, and barriers among undergraduate medicine and nursing students at Makerere University, Uganda. Journal of Medical Education and Curricular Development, 7, 2382120520973212. Doi: /doi.org/10.1177/23821205209732en_US
dc.identifier.other/doi.org/10.1177/23821205209732
dc.identifier.urihttps://nru.uncst.go.ug/handle/123456789/7120
dc.language.isoenen_US
dc.publisherJournal of Medical Education and Curricular Developmenten_US
dc.subjectMedical educationen_US
dc.subjecte-learningen_US
dc.subjectchCOVID-19en_US
dc.subjectMedicine and nursing studentsen_US
dc.titleMedical Education and E-Learning During COVID-19 Pandemic: Awareness, Attitudes, Preferences, and Barriers Among Undergraduate Medicine and Nursing Students at Makerere University, Ugandaen_US
dc.typeArticleen_US
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