Academic performance of medical students : a comparison to face to face and distance learning / A.R. Acieto, B. Advincula, J.M. Aguilar, K.A. Anguluan, F.C. Bacungan, Y.D. Beltran, G.J. Cabrera, J.B. Cachapero, K.A. Co, A. Daro, R. De Jesus, M.F.F. Dimatulac, B.L. Dizon, M.A. Domingo, M. K. Flores, J.R. Garcia, I. Gonzales, C.L. Hatton, P.K. Herrera, D.J. Hilab and M.A. Jimenez.

By:

Section I Group 1

Contributor(s): Language: english Publication details: Fairview, Quezon City: Department of Community and Family Medicine, FEU-NRMF, 2020.Description: tables; 28 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

LOC classification:

M CFM 2020 0033

Summary: Abstract: The COVID-19 global pandemic has forced medical schools to shift from face-to-face to distance learning in order to bring rightful education to medical student. The shift presents unique challenges that could affect student competencies and academic performance. To compare the academic performance of the medical students from Batch 2022 and the Batch 2023 of FEU-NRMF which employed face-to-face and distance learning modalities, respectively during their second year in medical school and to look into the possible association of NMAT percentile score and sex with the academic performance of medical students in both learning modalities. Data from 261 students from Batch 2022 and Batch 2023 were collected through the school registrar. Univariate binary logistic regression was used to analyze the data. This study found that there was no significant difference between face-to-face and distance learning when compared with the overall core subject grades of students. However, findings for individual subjects did yield significant associations. Surgery and Pharmacology had significantly more students receiving scholar grades in distance learning whereas Pathology and Pharmacology gave significantly more failed grades under face-to-face learning. Sex and NMAT scores were also found to be predictive of academic performance. The shift from face-to-face to distance learning did not significantly affect the academic performance of medical students in general.

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Item type	Current library	Call number	Status	Date due	Barcode
Room Use	Far Eastern University - Nicanor Reyes Medical Foundation Theses	M CFM 2020 0033 (Browse shelf(Opens below))	Available		T002244

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Previous	M CFM 2020 0030 Effect of online held classes on the learning of medical students /	M CFM 2020 0031 Satisfaction of medical students of different learning styles to online education during the COVID-19 pandemic /	M CFM 2020 0032 Association of prolonged screen time to effects on psychological well-being of medical students /	M CFM 2020 0033 Academic performance of medical students : a comparison to face to face and distance learning /	M CFM 2020 0034 Overcoming barriers : a review of different strategies adopted by low-middle income countries in implementing telemedicine /	M CFM 2020 0035 Effect of online classes on the affective learning of medical students /	M CFM 2020 0036 Knowledge and practices of environment preventive measures against dengue (Lets fight the mosquito bite) /	Next

Includes bibliographical references.

Abstract: The COVID-19 global pandemic has forced medical schools to shift from face-to-face to distance learning in order to bring rightful education to medical student. The shift presents unique challenges that could affect student competencies and academic performance. To compare the academic performance of the medical students from Batch 2022 and the Batch 2023 of FEU-NRMF which employed face-to-face and distance learning modalities, respectively during their second year in medical school and to look into the possible association of NMAT percentile score and sex with the academic performance of medical students in both learning modalities. Data from 261 students from Batch 2022 and Batch 2023 were collected through the school registrar. Univariate binary logistic regression was used to analyze the data. This study found that there was no significant difference between face-to-face and distance learning when compared with the overall core subject grades of students. However, findings for individual subjects did yield significant associations. Surgery and Pharmacology had significantly more students receiving scholar grades in distance learning whereas Pathology and Pharmacology gave significantly more failed grades under face-to-face learning. Sex and NMAT scores were also found to be predictive of academic performance. The shift from face-to-face to distance learning did not significantly affect the academic performance of medical students in general.

Thesis - Department of Community & Family Medicine

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