Students' preference on the online learning method and their reasons / Ryna Zatchel D. Domingo, Vince Derick G. Lacdao, Camille Faye P. Baloloy, Roilan Aries Kirk A. Alonzo, Wilmor Harrison G. Benedictos, Jenyl Cleo R. Casongsong, Chun Wei C. Jr. Chen, Earl James Leonard P. De Jesus, Dianne Lein I. Dimaculangan, Marion Joyce B. Elefante, Aijin S. Fermin, Andrew Joseph M. Garong and Francis Emerzon I. Joseph.

Includes bibliographical references.

Abstract: The recent pandemic led to medical school to employ the Online Learning Method (OLM), in order to continue medical education. In various studies, OLM, whether asynchronous or synchronous, has paved the way for many students to have more control over their learning as study materials are available 24 hours a day. Various studies also claimed that students would prefer OLM, because of economic, technological, independent, flexibility and social reasons. But the use of OLM has also raised problems for medical students who are unable to meet the demands set by OLM, particularly: economic, physical and mental health issues and lack of in-person communication. Unfortunately these studies were conducted abroad, and no studies as of the moment have yet been conducted whether or not medical students from FEU-NRMF would concur with these observations. To determine the preference and non-preference of second year FEU-NRMF medical students on the online learning method and their reasons for thus. This descriptive, cross-sectional study was conducted among 73 medical students that are currently in their second year at FEU-NRMF by simple random sampling. Data was collected through a questionnaire conducted through Google Forms that contained questions in relation to their preference which were divided into 2 categories: reasons why they prefer the online learning method and reasons why they do not prefer the online learning method. Reasons why they prefer online learning methods are composed of 6 sub-categories: peer to peer interaction, student-teacher engagement, integration and depth of understanding, availability of time, availability of learning materials, self-directed approach, technological advancement, and economic reasons. The second category being why they do not prefer the online learning method, consists of 3 sub-categories: lack of in-person communication, economic aspect, and health issues. A total of 73 students were included in the study. Out of the 73 students, 57 students do not prefer online learning versus the 116 students who preferred online learning (78.1% vs 21.9%) (n=73). Among the participants that preferred online learning, most selected 3 and 4 in the linear scale, that online learning facilitated peer to peer interaction, students-teacher engagement, integration and depth of understanding, availability of learning materials, self-directed approach, technological advancement and economic reasons. While for the case of those who do not prefer online learning, the participants mostly chose always in the linear scale of these sub-categories: lack of in-person communication, economic aspect and health issues. The majority of the participants do not prefer the Online Learning Method, citing lack of communication, economic and physical and mental health issues as their reasons.

Thesis - Department of Community & Family Medicine