ArticleBMC medical education2022
Identifying the challenges of online education from the perspective of University of Medical Sciences Students in the COVID-19 pandemic: a Q-methodology-based study.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 7 papers.
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Who cites it
7 citing papers in PubMed.
- Medical students' perceptions of learning modalities: development and psychometric validation of the e-learning and face-to-face learning experience questionnaire.Scientific reports · 2026Article
- Challenges in anatomy education among Sudanese medical students during the 2023 armed conflict: a cross-sectional survey.BMC medical education · 2025Article
- Article
- Identifying communication barriers between nurses and patients from the perspective of Iranian nurses: a Q-methodology-based study.BMC nursing · 2024Article
- Challenges of palliative care integration into routine hospital care in Iran: A Q-method inquiry on key healthcare providers' prospects.Health promotion perspectives · 2024Article
- Transition to remote/hybrid learning during the COVID-19 pandemic among Saudi students of the College of Applied Medical Sciences: a cross-sectional study.Frontiers in medicine · 2023Article
- Nursing Students' Experiences and Challenges in Their Education During COVID 19 Pandemic: A Mixed-Method Study.SAGE open nursingArticle
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Authors and funding
4 authors.
Funding
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Abstract
backgroundChallenges of online education among students of the University of Medical Sciences during the COVID-19 disease pandemic have often gone unrecognized. This study aimed to identify online education's challenges from the perspective of students of the University of Medical Sciences during the COVID-19 pandemic in Iran.
methodThe six-step Q method was used to systematically predict the different perspectives of 31 students at the Kurdistan University of Medical Sciences, Iran.
resultsFour distinct patterns of Challenges of Online Education from the Perspective of participants in the COVID-19 Pandemic were identified. Four factors, which explained 69% of the total variance, included: 1) inadequacy for practical learning (26%) 2) inadequacy of Internet and website services (17%), 3) barriers related to educational content and interaction between teacher and student (8%), and 4) lack of motivation (18%).
conclusionThe identified challenges reflect the spheres that need to be focused on in interventions to facilitate the successful implementation of the challenges of online education from the perspective of the University of Medical Sciences Students in Iran and other developing countries.
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