ArticleArchives of gynecology and obstetrics2022
How to make students satisfied with digital teaching? Investigative results from teaching evaluations in Gynecology and Obstetrics.
Article in Archives of gynecology and obstetrics, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper.
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
1 citing paper in PubMed, 5 citations in OpenAlex.
- PBL-based online-offline hybrid teaching in nursing education: enhancing self-regulated learning and teaching effectiveness in China.Frontiers in medicine · 2025Article
Corrections and comments
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Authors and funding
6 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
purposeThe aim of this study was to investigate whether students' attitude towards online learning in Gynecology and Obstetrics changed during the COVID-19 pandemic. We further examined which variables impacted students' satisfaction with digital learning.
methodsA specifically developed questionnaire was used from June 2020-July 2021 for N = 234 medical students participating in the course "Gynecology and Obstetrics" at University of Heidelberg. Thirty-five items were repeatedly applied in different cohorts to assess structure- and content-related quality of teaching. In addition, their influence on overall satisfaction with digital teaching was analyzed by applying investigative analyses like multiple regression and extreme group comparisons.
resultsEspecially items associated with content-related quality of teaching (β = 0.24), organization of teaching (β = 0.25) and subjective learning success (β = 0.27) seemed to be relevant predictors for overall satisfaction with courses. Fears and changes due to the pandemic situation also played a role for a subgroup of students. Aspects linked to technical quality of teaching, interactions with teachers and students or advantages of web-based learning appeared to play a subordinate role for overall satisfaction with digital teaching. Comparisons of ratings over time revealed that teaching evaluations almost remained the same.
conclusionOur results give several hints regarding how digital teaching should be designed and how it can be improved. Further studies are needed to validate our results and to develop methods to improve digital teaching in medicine.
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