Readiness for and satisfaction with blended learning among integrated modular-based medical students, Mansoura University, Egypt

Emara, Heba Tarek; Elkhawaga, Ghada Osman; Abdelsalam, Sherehan Adel; Niazy, Nermeen Ahmed

doi:10.21608/ejcm.2023.180526.1242

Readiness for and satisfaction with blended learning among integrated modular-based medical students, Mansoura University, Egypt

Document Type : Original Article

Authors

¹ Public Health and Community Medicine department, Faculty of Medicine, Mansoura University, Mansoura, Egypt

² Public Health and Community Medicine Department, Faculty of Medicine, Mansoura University, Mansoura, Egypt

10.21608/ejcm.2023.180526.1242

Abstract

Background: There is a research gap in the quantitative assessment of students' readiness for and satisfaction with blended learning (BL) in Egypt, especially among integrated modular-based medical students at Mansoura University. Objectives: To measure students’ readiness for and satisfaction with BL and to determine their associated factors. Methods: This is a cross-sectional study with an analytic component conducted during the academic year 2020-2021 involving 592 medical students enrolled in the integrated education at the Faculty of Medicine, Mansoura University, Egypt. Readiness for and satisfaction with BL were assessed using a valid and reliable scale for students’ readiness and another satisfaction scale, which was a modified Students’ Evaluation of Educational Quality (SEEQ) scale. Results: More than half of the students (52%) were ready for BL, while only 50% were satisfied with BL. The independent predictors for students' readiness are having fast broadband internet access, the second academic year, and privacy concerns (AOR of 1.927, 1.900, and 0.391, respectively).
Moreover, students' readiness for BL is the most important predictor for students' satisfaction (AOR=1.825), followed by living with family or friends (AOR=1.581), then enough family income (AOR=1.460). Conclusions: Students’ attitude towards BL could be better and needs interventions to improve their optimal use for getting the maximum benefits. There is a crucial need for practical training for students to use the available online resources. The most crucial matter in students' view is that semesters’ duration should be increased to give students enough time to study the course materials and contents well.

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