ArticleBMC medical education2023
Medical students' perceptions of factors that Impact their performance in human physiology course: suggestions for improving course presentation.
Article in BMC medical education, 2023. 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
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
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
1 citing paper in PubMed.
- A Comparative Study of Attitude and Perception of Students to the Online Learning of Anatomy in a Low-Resource Settings During COVID-19.Medical science educator · 2025Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
3 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
objectivesThe study aims to examine students' perceptions of factors that impact students' performance in the Human Physiology course at HU's College of Applied Health Sciences and their suggestions for improvement.
methodA cross sectional study was conducted between March 2022 and April 2022. A self-administered online questionnaire was distributed to undergraduate students in Physiology courses (online and blended) via Microsoft Teams. Data were analyzed descriptively and inferentially, and thematic analysis was employed based on the most frequent statements for the open-ended question.
resultsIn total, 435 students participated in the study. Results indicated that students had high levels of agreement (M = 4.39) regarding faculty teaching style compared to (M = 4.24) towards course content and (M = 3.49) moderate levels towards technological aspects. In terms of the statistically significant differences at (α = 0.05) in students' perceptions of factors that influence their performance due to the variables (gender, GPA, college, and teaching methods: online or blended), results showed that course content was not affected by any variables. The technological aspects were affected by GPA and gender. In terms of faculty teaching style, it was affected by all variables (GPA, college, and teaching method) except gender. One open-ended question regarding suggested improvements revealed four main themes: assessment and evaluation, technical issues, teaching methods and tools, and Arabic language support.
conclusionThe study findings recommend greater use of assessment for learning methods and provision of interactive materials to help medical students overcome the challenges that might impact their performance.
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.