Evidence map›Paper›PMID 42421071›Full record

ArticleBMC medical education2026

Perception of medical students towards virtual learning of pathology courses at the college of medicine, University of Bahri, 2022.

Hind A Elsiddig, Daffalla Alam Elhuda, Maha M Salim, Sahar S Elfakki, Manhal A M Noureddin, Safa S A Omer, Sajida Adam, Tasneem M F, Mozn E Mohammed, Moneeb Y F Tahir and 1 more

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Article in BMC medical education, 2026. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.

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0citing papers in PubMed
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1 · What the graph read from it

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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.

2 · The registry

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3 · Its place in the literature

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4 · The record

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5 · Who and what money

Authors and funding

11 authors.

Hind A ElsiddigDepartment of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan. hindsiddig@hotmail.com.
Daffalla Alam ElhudaFederal Ministry of Health, Khartoum, Sudan.
Maha M SalimDepartment of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan.
Sahar S ElfakkiDepartment of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan.
Manhal A M NoureddinDepartment of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan.
Safa S A OmerDepartment of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan.
Sajida AdamDepartment of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan.
Tasneem M FDepartment of Pathology, College of Medicine, University of Bahri, Khartoum, Sudan.
Mozn E MohammedThird-year Medical Student, Faculty of Medicine, Cairo University, Cairo, Egypt.
Moneeb Y F TahirFifth-year medical student University of Khartoum, Khartoum, Sudan.
Nour S MDepartment of Microbiology, College of Medicine, University of Bahri, Khartoum, Sudan.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe COVID-19 pandemic accelerated the adoption of virtual learning in medical education. Pathology, a key preclinical course, was delivered online at the University of Bahri. Understanding students' perceptions of virtual learning in a low resource setting is essential for optimizing educational strategies.

methodsA cross-sectional study was conducted among 271 medical students using total coverage sampling and only 160 valid questionnaires were returned. Data were collected via a structured self-administered online questionnaire assessing demographics, socioeconomic status, preferred virtual learning platform, resource availability, attitudes, motivation, interactions, course-specific perceptions, and perceived academic performance comparisons in virtual versus traditional learning. The data were analyzed via SPSS version 25 with a significance level set at p < 0.05.

resultsOf the 160 respondents, 75% were female. In general, our students demonstrated a neutral perception of virtual versus traditional learning. The students found virtual learning to be feasible and appreciated the asynchronous access for the Pathology II course. Telegram was the most preferred platform (82.5%). The correlations between perceptions and gender, socioeconomic status, and living situation were not significant. Face-to-face contact during learning is highly appreciated (P < 0.05).

conclusionOverall, our results indicate a neutral perception of virtual versus traditional learning. The students expressed a more positive perception of virtual learning in the Pathology II course than in the Pathology I course. The combination of both traditional face-to-face and virtual learning strategies may be more appropriate for our students.

Indexed as

COVID-19Education, DistanceEducation, Medical, UndergraduatePathologyStudents, MedicalAdultBrazilCross-Sectional StudiesFemaleHumansMaleSARS-CoV-2Surveys and QuestionnairesYoung AdultMedical educationOnline learningPathologyStudent perceptionSudanVirtual learning

Identifiers

PMID42421071
PMCPMC13632047

What OpenQuestion holds

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Registered trials

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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.