ArticleMedical education online2021
Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges.
Article in Medical education online, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 58 papers, 2 of them syntheses that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
58 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- Global prevalence of anxiety and depression among medical students during the COVID-19 pandemic: a systematic review and meta-analysis.BMC psychology · 2024Pooled it
- Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis.Frontiers in psychology · 2023Pooled it
- Web-Based Virtual Environment Versus Face-To-Face Delivery for Team-Based Learning of Anesthesia Techniques Among Undergraduate Medical Students: Randomized Controlled Trial.JMIR medical education · 2026Trial
- Uncovering evidence: Transitioning from face-to-face to online learning.Canadian journal of dental hygiene : CJDH = Journal canadien de l'hygiene dentaire : JCHD · 2025Trial
- Evaluation of nursing instructors' readiness for blended teaching from the perspectives of instructors and students: a cross-sectional survey.BMC nursing · 2026Article
- The relationship between digital literacy, perceived usefulness, and learning satisfaction among medical students in blended learning: the mediating role of learning engagement.BMC medical education · 2025Article
- Students' and faculty members' perceptions of the online component of a blended internal medicine clerkship course: a mixed-method evaluation.BMC medical education · 2025Article
- Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students.BMC medical education · 2025Article
- Unveiling the interplay of medical professionalism, mental well-being and coping in medical students: a qualitative phenomenological study.BMC medical education · 2025Article
- Access and utilization of e-learning on tropical medicine at higher education institutions in Indonesia: A mixed-methods study.PloS one · 2025Article
- Developing and assessing the psychometric properties of the faculty members' attitudes toward e-learning courses questionnaire.Journal of education and health promotion · 2025Article
- Investigation of the status of virtual education from the perspective of school-age children and its relationship with the health-related quality of life and life satisfaction.Journal of education and health promotion · 2025Article
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- Psychological Distress and Online Academic Difficulties: Development and Validation of Scale to Measure Students' Mental Health Problems in Online Learning.Behavioral sciences (Basel, Switzerland) · 2024Article
- Dental students' perceptions of integrating online learning in the dental curriculum.BMC medical education · 2024Article
- Exploring the improvement path of virtual simulation experiments: based on the influencing factors and mediating effects of learning satisfaction.BMC medical education · 2024Article
- Online digital health and informatics education for undergraduate nursing students in China: impacts and recommendations.BMC medical education · 2024Article
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Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
6 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
Online learning has become the new normal in many medical and health science schools worldwide, courtesy of COVID-19. Satisfaction with online learning is a significant aspect of promoting successful educational processes. This study aimed to identify factors affecting student and faculty satisfaction with online learning during the new normal. Online questionnaires were emailed to students (n = 370) and faculty (n = 81) involved in online learning during the pandemic. The questionnaires included closed- and open-ended questions and were organised into two parts: socio-demographic information and satisfaction with online learning. Descriptive statistics were used to analyse the responses to the satisfaction scales. Students' and faculty responses to the open-ended questions were analysed using the thematic analysis method. The response rate was 97.8% for students and 86.4% for faculty. Overall satisfaction among students was 41.3% compared to 74.3% for faculty. The highest areas of satisfaction for students were communication and flexibility, whereas 92.9% of faculty were satisfied with students' enthusiasm for online learning. Technical problems led to reduced student satisfaction, while faculty were hampered by the higher workload and the required time to prepare the teaching and assessment materials. Study-load and workload, enhancing engagement, and technical issues (SWEET) were the themes that emerged from the thematic analysis as affecting student and faculty satisfaction. Adopting a combination synchronous and asynchronous approach, incorporating different applications to engage students, and timely feedback are imperative to increasing student satisfaction, while institutional support and organisational policy could enhance faculty satisfaction.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.