ArticleBMC medical education2024
Lived experiences of medical students of online learning: lessons for adopting virtual learning in medical education.
Article in BMC medical education, 2024. 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
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
4 citing papers in PubMed.
- Ten years of European International Intensive Infectious Disease Courses (I3DC/IDEAL): long-term impact for undergraduate medical students.BMC medical education · 2026Article
- Candidates' perceptions of the revised Diploma in HIV Management curriculum and study programme: A cross-sectional survey.Journal of the colleges of medicine of South Africa · 2026Article
- The impact of COVID-19 pre-university education on first-grade medical students. A performance study of students of a Department of Histology.Anatomical sciences education · 2025Article
- Perspectives of Medical Students in Using Blended Learning: A Thematic Analysis.Advances in medical education and practice · 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
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe COVID 19 lockdown created a shift in medical education from the traditional physical classroom to online learning.
objectivesTo explore the lived experiences of students in various years of medical education attending a medical college in Chennai, India.
methodsIn this qualitative exploration of lived experiences we conducted 4 focus group discussions among students of the four years in the medical college with the help of a checklist. We recorded the interviews, transcribed them and performed a thematic content analysis.
resultsThere was a gendered impact of the lockdown on the online learning experiences with women students finding it challenging to attend classes balancing their gender roles of performing household chores. Online learning offered some advantages in the form of increased participation and engagement due to the partial anonymity. The greatest disadvantage of online learning was lack of clinical learning experience. The students resorted to fabricating case studies for discussion, which some students found useful and some commented that it can never replace real life clinical discussions. A generational gap between adoption of technology between the senior professors and the students hampered the online learning. Online assessments were challenging, and many students resorted to cheating in these exams.
conclusionsThough online learning offers several advantages, it has serious limitations in offering the clinical learning experience. While planning adoption of online learning into routine medical education adequate time must be set aside for real life clinical exposure in addition to the online lectures and demonstrations for conceptual understanding.
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.