ArticleHealthcare (Basel, Switzerland)2021
Perception of E-Resources on the Learning Process among Students in the College of Health Sciences in King Saud University, Saudi Arabia, during the (COVID-19) Outbreak.
Article in Healthcare (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
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
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
4 citing papers in PubMed.
- Understanding the ideal resources to study the UKMLA.BMC medical education · 2026Article
- Self-Directed Learning Activities Implemented by Undergraduate Dental Students in King Saud University, Saudi Arabia: A Cross-Sectional Study.Advances in medical education and practice · 2025Article
- Students' perspective of the teaching-learning process of oral radiology before and during the COVID-19 pandemic.Acta odontologica latinoamericana : AOL · 2022Article
- Emotional Impact of COVID-19 Pandemic on Nursing Students Receiving Distance Learning: An Explorative Study.International journal of environmental research and public health · 2022Article
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
Abstract
aimto assess the impact of e-learning through different e-resources among health sciences students. METHODOLOGY: A cross-sectional design was conducted among health science students (
resultsThe four most frequently used e-resources were: Zoom (38%), YouTube (31%), Google applications (29%), and Blackboard (27%). More than one-third of the students (35%) reportedly used e-resources for three or more hours daily. The majority of the students (55.9%) recognized a gender-related and age-related difference among faculty members in terms of e-resources usage. The majority of the students (58.2%) believe that online resources recommended by faculty members were credible. The majority of students believed that their academic performance was primarily influenced by these features of the e-resources: organization/logic of the content (64.5%), the credibility of the video (64.5%), and up to date "look and feel" of the video (60.6%). The study identified the most frequently used e-resources, gender, and age-related differences in faculty members' use of e-resources, students' overwhelming reliance on faculty feedback regarding the credibility of e-resources, and three most important characteristics (organization, credibility, and updated status) of e-resources.
conclusione-learning resources had a significant impact on participating students' education as they were used very frequently during their health sciences' courses.
Indexed as
Identifiers
What OpenQuestion holds
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.