Attitudes and Opinions of Biomedical Students: Digital Education Questionnaire
Abstract
:1. Introduction
2. Materials and Methods
2.1. Ethical Concerns
2.2. Research Design and Participants
2.3. Pilot Study for Item Generation and Targeting Population
2.4. Moodle Open-Source Learning Platform
2.5. Selecting the Size of Study Sample
2.6. Constructed eMedQ Instrument for Evaluation of Attitudes and Perceptions among Biomedical Students
2.7. Validation of Serbian Version of eMedQ (Reliability Testing and Factor Analysis)
2.8. Statistical Analysis
3. Results
3.1. Basic Demographic Characteristics of Participants
3.2. Validation of Serbian Version of eMedQ
3.3. Factor Analysis
3.4. Analyzing of the Perceptions Regarding the Online Education among Biomedical Students
3.5. Analyzing of the Attitudes Regarding the Online Education among Biomedical Students
3.6. Multifactorial Analysis of Different Variables on the Perception and Attitudes among Biomedical Students
4. Discussion
5. Conclusions
Supplementary Materials
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
References
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Characteristic | N (%) | Chi-Square Test/p |
---|---|---|
Gender | ||
Male | 42 (20.4) | 72.252/0.000 |
Female | 164 (79.6) | |
Study program | ||
IASM | 39 (18.8) | 91.760/0.000 |
IASF | 80 (38.5) | |
IASS | 24 (11.5) | |
OSS | 65 (31.3) | |
Year of study | ||
I | 26 (12.4) | 230.321/0.000 |
II | 115 (55.0) | |
III | 5 (2.4) | |
IV | 27 (12.9) | |
V | 18 (8.6) | |
VI | 18 (8.6) | |
Level of skills in using electronic devices (computers, smartphones, tablets…) | ||
Inadequate | 2 (1.0) | 91.856/0.000 |
Acceptable | 15 (7.2) | |
Good | 57 (27.4) | |
Very good | 64 (30.8) | |
Excellent | 70 (33.7) | |
Experience with online education before COVID-19 | ||
Very great experience | 15 (7.3) | 58.709/0.000 |
Great experience | 18 (8.7) | |
Moderate experience | 42 (20.4) | |
Little experience | 63 (30.6) | |
Without any experience | 68 (33.0) |
Variables | N (%) | Chi-Square Test/p |
---|---|---|
Progress during the online education during the COVID-19 pandemic | ||
Very much | 30 (14.8) | 72.148/0.000 |
Much | 54 (26.6) | |
Moderate | 81 (39.9) | |
Little | 25 (12.3) | |
I have not progressed | 13 (6.4) | |
Further improvement of the current form of online teaching | ||
It is necessary | 109 (57.4) | 4.126/0.042 |
It is not necessary | 81 (42.6) | |
Area in which it would be useful to have additional teaching materials compared to existing online materials | ||
Preclinical subjects (anatomy, physiology, histology, genetics, chemistry, and other fields...) | 41 (21.6) | 71.568/0.000 |
Subjects of clinical medicine, clinical pharmacy, and clinical dentistry | 118 (62.1) | |
Other subjects: | 31 (16.3) |
Question | Strongly Disagree N (%) | Somewhat Disagree N (%) | Neither Agree nor Disagree N (%) | Somewhat Agree N (%) | Strongly Agree N (%) | Chi-Square Test/p |
---|---|---|---|---|---|---|
EDUCATION PROCESS (TEACHING ORGANIZATION) | ||||||
Q13 | 8 (3.8) | 16 (7.7) | 44 (21.1) | 70 (33.5) | 71 (34.0) | 82.794/0.000 |
Q14 | 9 (4.3) | 31 (15.0) | 49 (23.7) | 59 (28.5) | 59 (28.5) | 44.329/0.000 |
Q15 | 6 (2.9) | 17 (8.1) | 28 (13.4) | 62 (29.7) | 96 (45.9) | 129.971/0.000 |
Q16 | 6 (2.9) | 19 (9.1) | 30 (14.4) | 36 (17.3) | 117 (56.3) | 183.394/0.000 |
Q17 | 12 (5.7) | 18 (8.6) | 47 (22.5) | 64 (30.6) | 68 (32.5) | 63.656/0.000 |
Q18 | 8 (3.8) | 12 (5.7) | 37 (17.7) | 55 (26.3) | 97 (46.4) | 126.191/0.000 |
Q19 | 9 (4.3) | 19 (9.1) | 51 (24.4) | 67 (32.1) | 63 (30.1) | 66.144/0.000 |
Q20 | 11 (5.3) | 12 (5.8) | 36 (17.3) | 52 (25.0) | 97 (46.6) | 120.702/0.000 |
Q21 | 28 (13.6) | 15 (7.3) | 50 (24.3) | 42 (20.4) | 71 (34.5) | 44.340/0.000 |
Q22 | 87 (41.6) | 23 (11.0) | 27 (12.9) | 32 (15.3) | 40 (19.1) | 64.947/0.000 |
ASPECTS OF MENTAL FUNCTIONING | ||||||
Q23 | 28 (13.6) | 21 (10.0) | 49 (23.4) | 39 (18.7) | 72 (34.4) | 38.153/0.000 |
Q24 | 35 (16.8) | 21 (10.1) | 37 (17.8) | 42 (20.2) | 73 (35.1) | 35.462/0.000 |
Q25 | 36 (17.2) | 24 (11.5) | 53 (25.4) | 41 (19.6) | 55 (26.3) | 15.569/0.004 |
Q26 | 54 (26.1) | 34 (16.4) | 43 (20.8) | 30 (14.5) | 46 (22.2) | 8.870/0.064 |
Q27 | 64 (30.6) | 24 (11.5) | 56 (26.8) | 33 (15.8) | 32 (15.3) | 28.344/0.000 |
Q28 | 64 (30.8) | 25 (12.0) | 53 (25.5) | 30 (14.4) | 36 (17.3) | 25.798/0.000 |
Q29 | 82 (39.2) | 20 (9.6) | 52 (24.9) | 18 (8.6) | 37 (17.7) | 66.622/0.000 |
CLINICAL SKILLS | ||||||
Q30 | 47 (22.6) | 27 (13.0) | 66 (31.7) | 47 (22.6) | 21 (10.1) | 31.038/0.000 |
Q31 | 34 (16.4) | 40 (19.3) | 67 (32.4) | 40 (19.3) | 26 (12.6) | 22.976/0.000 |
Q32 | 10 (4.8) | 9 (4.3) | 36 (17.4) | 45 (21.7) | 107 (51.7) | 154.135/0.000 |
Q33 | 33 (15.9) | 23 (11.1) | 51 (24.6) | 46 (22.2) | 54 (26.1) | 16.454/0.000 |
Q34 | 115 (55.8) | 25 (12.1) | 31 (15.0) | 16 (7.8) | 19 (9.2) | 168.466/0.000 |
Q35 | 11 (5.4) | 7 (3.4) | 39 (19.1) | 48 (23.5) | 99 (48.5) | 134.137/0.000 |
Q36 | 6 (2.9) | 17 (8.3) | 58 (28.2) | 75 (36.4) | 50 (24.3) | 80.748/0.000 |
TECHNICAL ASPECTS | ||||||
Q37 | 10 (4.9) | 19 (9.2) | 54 (26.2) | 64 (31.1) | 59 (28.6) | 59.874/0.000 |
Q38 | 29 (13.9) | 27 (13.0) | 66 (31.7) | 49 (23.6) | 37 (17.8) | 25.077/0.000 |
Q39 | 57 (27.5) | 29 (14.0) | 71 (34.3) | 28 (13.5) | 22 (10.6) | 44.184/0.000 |
Q40 | 19 (9.1) | 23 (11.1) | 66 (31.7) | 43 (20.7) | 57 (27.4) | 40.654/0.000 |
QUALITY OF LIFE | ||||||
Q41 | 49 (23.6) | 25 (12.0) | 49 (23.6) | 41 (19.7) | 44 (21.2) | 9.404/0.052 |
Q42 | 19 (9.1) | 10 (4.8) | 36 (17.3) | 41 (19.7) | 102 (49.0) | 124.740/0.000 |
Q43 | 15 (7.2) | 15 (7.2) | 48 (23.2) | 36 (17.4) | 93 (44.9) | 99.739/0.000 |
Q44 | 68 (32.9) | 29 (14.0) | 46 (22.2) | 37 (17.9) | 27 (13.0) | 26.792/0.000 |
Q45 | 62 (30.0) | 25 (12.1) | 53 (25.6) | 30 (14.5) | 37 (17.9) | 23.604/0.000 |
Factor | Mean ± SD | Median (Min–Max) |
---|---|---|
Factor I | 40.48 ± 13.12 | 40 (14–68) |
Factor II | 38.36 ± 7.80 | 40 (15–50) |
Factor III | 21.34 ± 6.28 | 22 (7–35) |
Characteristic | Factor I Median (IQR) | p | Factor II Median (IQR) | p | Factor III Median (IQR) | p |
---|---|---|---|---|---|---|
Gender * | ||||||
Male | 41.5 (18) | 0.708 | 38.0 (12) | 0.644 | 20.5 (10) | 0.219 |
Female | 39.5 (21) | 40.0 (12) | 22.0 (9) | |||
Study program ** | ||||||
IASM | 34.0 (21) | 0.001 | 40.0 (18) | 0.006 | 20.0 (9) | 0.000 |
IASF | 45.0 (20) | 42.0 (11) | 23.5 (8) | |||
IASS | 36.5 (15) | 36.5 (14) | 18.5 (9) | |||
OSS | 38.0 (17) | 37.0 (9) | 20.0 (7) | |||
Year of study ** | ||||||
I | 38.0 (14) | 0.005 | 44 (11) | 0.004 | 21.5 (10) | 0.006 |
II | 40.0 (20) | 39.0 (10) | 21.0 (9) | |||
III | 47.0 (23) | 39.0 (9) | 21.0 (5) | |||
IV | 52.0 (23) | 43.0 (9) | 24.0 (6) | |||
V | 40.0 (17) | 38.0 (16) | 20.0 (7) | |||
VI | 29.5 (20) | 31.5 (14) | 17.0 (10) | |||
Level of skills in using electronic devices (computers, smartphones, tablets…) ** | ||||||
Inadequate | 33.5 (NA) | 0.545 | 32.5 (NA) | 0.102 | 13.5 (NA) | 0.249 |
Acceptable | 35.0 (14) | 39.0 (13) | 19.0 (10) | |||
Good | 42.0 (14) | 39.0 (12) | 22.0 (8) | |||
Very good | 38.5 (22) | 38.0 (11) | 21.0 (9) | |||
Excellent | 38.5 (27) | 42.5 (13) | 22.0 (10) | |||
Experience with online education before COVID-19 ** | ||||||
Very great experience | 46.0 (26) | 0.129 | 40.0 (13) | 0.277 | 26.0 (8) | 0.074 |
Great experience | 43.0 (23) | 37.0 (12) | 21.5 (12) | |||
Moderate experience | 42.0 (15) | 42.5 (9) | 21.5 (10) | |||
Little experience | 38.0 (21) | 40.0 (12) | 21.0 (10) | |||
Without any experience | 37.0 (18) | 38.5 (14) | 21.0 (8) | |||
Progress during the online education during the COVID-19 pandemic ** | ||||||
Very much | 45.5 (23) | 0.011 | 43.5 (9) | 0.000 | 25.0 (9) | 0.000 |
Much | 44.5 (21) | 41.0 (10) | 23.0 (6) | |||
Moderate | 38.0 (18) | 39.0 (11) | 21.0 (8) | |||
Little | 32.0 (11) | 35.0 (12) | 18.0 (8) | |||
I have not progressed | 42.0 (19) | 30.0 (11) | 17.0 (9) | |||
Form of online teaching experienced during the COVID-19 pandemic | ||||||
Zoom/Teams/Webex/Google Meet meeting * | ||||||
Yes | 41.0 (21) | 0.021 | 40.0 (12) | 0.084 | 20.0 (8) | 0.046 |
No | 38.0 (15) | 36.0 (14) | 22.0 (8) | |||
Pre-recorded videos * | ||||||
Yes | 36.0 (21) | 0.104 | 37.0 (14) | 0.213 | 22.0 (9) | 0.944 |
No | 42.0 (20) | 40.0 (11) | 21.0 (8) | |||
Digital platform (Moodle, etc.) * | ||||||
Yes | 39.0 (23) | 0.995 | 36.0 (14) | 0.195 | 22.0 (10) | 0.597 |
No | 40.0 (20) | 40.0 (10) | 21.5 (9) | |||
Presentation with narration * | ||||||
Yes | 38.5 (20) | 0.963 | 40.0 (14) | 0.993 | 22.0 (9) | 0.580 |
No | 42.0 (22) | 40.0 (11) | 21.0 (9) | |||
Short online consultations in writing (chat consultations) * | ||||||
Yes | 46.0 (33) | 0.881 | 44.0 (25) | 0.741 | 24.0 (14) | 0.544 |
No | 40.0 (20) | 40.0 (11) | 21.5 (9) | |||
Test questions * | ||||||
Yes | 42.5 (23) | 0.262 | 40.0 (13) | 0.291 | 22.0 (6) | 0.384 |
No | 40.0 (20) | 40.0 (11) | 21.0 (10) | |||
Further improvement of the current form of online teaching * | ||||||
It is necessary | 37.0 (19) | 0.006 | 37.0 (12) | 0.000 | 21.0 (8) | 0.017 |
It is not necessary | 44.0 (21) | 43.0 (9) | 23.0 (10) | |||
Online educational modalities that would significantly improve the acquisition of practical knowledge and skills in biomedical sciences * | ||||||
Virtual Classroom | ||||||
Yes | 42.0 (23) | 0.966 | 42.0 (12) | 0.093 | 21.0 (9) | 0.170 |
No | 39.0 (21) | 39.0 (12) | 22.0 (7) | |||
System Simulations of practical skills * | ||||||
Yes | 37.0 (18) | 0.249 | 39.0 (12) | 0.798 | 21.0 (9) | 0.304 |
No | 42.5 (24) | 40.0 (12) | 22.0 (9) | |||
Educational Games/Gamification * | ||||||
Yes | 42.0 (22) | 0.956 | 35.0 (14) | 0.093 | 21.0 (8) | 0.443 |
No | 39.0 (21) | 40.0 (11) | 22.0 (9) | |||
Clinical Scenarios, Virtual Patients, Clinical Vignettes * | ||||||
Yes | 38.0 (21) | 0.995 | 40.0 (13) | 0.591 | 22.0 (9) | 0.811 |
No | 41.5 (22) | 39.0 (13) | 21.0 (8) | |||
Multimedia content/Educational multimedia streaming * | ||||||
Yes | 48.0 (18) | 0.022 | 40.0 (10) | 0.280 | 23.0 (10) | 0.092 |
No | 38.0 (19) | 39.0 (12) | 21.0 (9) | |||
Area in which it would be useful to have additional teaching materials compared to existing online materials ** | ||||||
Preclinical subjects | 38. 0 (15) | 0.272 | 37.0 (14) | 0.319 | 21.0 (9) | 0.103 |
Subjects of clinical medicine, clinical pharmacy, and clinical dentistry | 39.0 (22) | 40.0 (11) | 21.5 (8) | |||
Other subjects: | 42.0 (21) | 40.0 (11) | 23.0 (12) |
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Nikolic Turnic, T.; Mijailovic, S.; Nikolic, M.; Dimitrijevic, J.; Milovanovic, O.; Djordjevic, K.; Folic, M.; Tasic, L.; Reshetnikov, V.; Mikerova, M.; et al. Attitudes and Opinions of Biomedical Students: Digital Education Questionnaire. Sustainability 2022, 14, 9751. https://doi.org/10.3390/su14159751
Nikolic Turnic T, Mijailovic S, Nikolic M, Dimitrijevic J, Milovanovic O, Djordjevic K, Folic M, Tasic L, Reshetnikov V, Mikerova M, et al. Attitudes and Opinions of Biomedical Students: Digital Education Questionnaire. Sustainability. 2022; 14(15):9751. https://doi.org/10.3390/su14159751
Chicago/Turabian StyleNikolic Turnic, Tamara, Sara Mijailovic, Maja Nikolic, Jelena Dimitrijevic, Olivera Milovanovic, Katarina Djordjevic, Marko Folic, Ljiljana Tasic, Vladimir Reshetnikov, Maria Mikerova, and et al. 2022. "Attitudes and Opinions of Biomedical Students: Digital Education Questionnaire" Sustainability 14, no. 15: 9751. https://doi.org/10.3390/su14159751