Assessment of the satisfaction of third year medical students with the online learning program / Angel Diane B. Filart, Marc Christopher M. Firmalo, Maria Izabelina A. Fuentes, Christian M. Gabriel, Kristine Joy B. Gaduena, Lea Victoria G. Galvez, Paz Alvienne B. Gambol, Maria Veron M. Gammuac, Glecy Ann A. Gayya, Charisse T. Gelaga, Kris C. Guevarra, Ivan Moses M. Gonzales, Celine Therese E. Gonzales, Maria Margarita V. Gonzales, Airah Kaye C. Hadji Ibrahim, Jaisatine Acushla P. Hermosado and Anizamara S. Hilario.

Contributor(s):

Language: english Publication details: Fairview, Quezon City: Department of Community and Family Medicine, FEU-NRMF, 2021.Description: 26 pages: illustrations, tables, photos; 28 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

LOC classification:

M CFM 2021 0008

Summary: Abstract: The traditional style of learning wherein both lectures and students were present in classrooms was previously the norm, but there was a need to shift to online learning due to the global pandemic. This study aimed to assess the satisfaction of third year medical students with the online learning program of FEU-NRMF in terms of institutional components, technological components, self-components, and satisfaction of different overall performances. The researchers developed a questionnaire that can be answered in a satisfied or unsatisfied manner to assess this and was then forwarded to 200 third year medical students, 85 of which were eligible to respond. Descriptive type survey analysis was used to interpret the results. The study resulted in variable satisfaction levels in the different components. In the institutional component, the students were most satisfied with the accessibility to the prepared materials (82%) and least satisfied with the statement "methods of teaching online are as effective as traditional form of learning" (11%). The technological component on the other hand, gained generally high satisfaction raging from 82&-93% satisfaction. Under the self-component, the "interaction with other students in helpful to reach the learning objectives" garnered 68% satisfaction, while the online learning performance only resulted in 20% satisfaction. The overall component only resulted in 13%-40% satisfaction, the performance of the situation got the lowest satisfaction (13%). This study concludes that the students are satisfied with the technological components but are only satisfied with certain factors of the institutional and self-component and that the students are unsatisfied with the overall performance component.

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Holdings
Item type	Current library	Call number	Status	Date due	Barcode
Room Use	Far Eastern University - Nicanor Reyes Medical Foundation Theses	M CFM 2021 0008 (Browse shelf(Opens below))	Available		T002255

Includes appendices and bibliographical references.

Abstract: The traditional style of learning wherein both lectures and students were present in classrooms was previously the norm, but there was a need to shift to online learning due to the global pandemic. This study aimed to assess the satisfaction of third year medical students with the online learning program of FEU-NRMF in terms of institutional components, technological components, self-components, and satisfaction of different overall performances. The researchers developed a questionnaire that can be answered in a satisfied or unsatisfied manner to assess this and was then forwarded to 200 third year medical students, 85 of which were eligible to respond. Descriptive type survey analysis was used to interpret the results. The study resulted in variable satisfaction levels in the different components. In the institutional component, the students were most satisfied with the accessibility to the prepared materials (82%) and least satisfied with the statement "methods of teaching online are as effective as traditional form of learning" (11%). The technological component on the other hand, gained generally high satisfaction raging from 82&-93% satisfaction. Under the self-component, the "interaction with other students in helpful to reach the learning objectives" garnered 68% satisfaction, while the online learning performance only resulted in 20% satisfaction. The overall component only resulted in 13%-40% satisfaction, the performance of the situation got the lowest satisfaction (13%). This study concludes that the students are satisfied with the technological components but are only satisfied with certain factors of the institutional and self-component and that the students are unsatisfied with the overall performance component.

Thesis - Department of Community & Family Medicine

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