Challenges in the most challenging course as perceived by the students of health sciences during the Covid‐19 pandemic: What are they and who were struggling the most?

IF 2.8 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

European Journal of Education Pub Date : 2024-06-22 DOI:10.1111/ejed.12698

Anh Nguyet Diep, Geneviève Philippe, Ludivine Counasse, Philippe Hubert, Anne‐Françoise Donneau

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Abstract

The immediate shift to remote teaching or distance learning, due to COVID‐19 management strategies, most notably limited in‐person contact, was abruptly implemented in universities worldwide. This process was demanding for both the instructors and the students, notwithstanding. The present study examined the challenges in a course attributed as the most challenging during the Covid‐19 pandemic by health sciences students of different socio‐demographic backgrounds, life circumstances, educational background and academic achievement (N = 743). A questionnaire was designed and translated to French employing the forward‐backward translation method. The factor structure and reliability were examined by Categorical Principal Component Analysis (CATPCA) and Cronbach's alpha, respectively. Chi‐square tests with post‐hoc examinations using adjusted standardized residuals and z‐tests of independent proportions were performed to investigate the group differences. Participants were bachelor and master students of Medicine, Pharmacy, Biomedicine, Physiotherapy, Public Health, Motor Sciences (Physical Education) and Dentistry from the University of Liege, Belgium. Results revealed that the most three reported challenges were difficult learning content, course intensity, feeling of stress and worry. Additionally, online learning implementation due to Covid‐19 measures, feeling of failure (not having learnt what was supposed to be learnt) and lack of instructors’ interaction and support were mentioned as the prominent challenges encountered. Furthermore, more bachelor, full‐time and female students, students who were in early stages of the learning trajectory and low and averaged achievers reported experiencing challenges with difficult learning content, course intensity, stress and online learning. The findings, thus, emphasized the role of faculty‐led and instructors’ support in the early stages of students’ learning trajectory and adequate attention to their well‐being if online learning is to be institutionalized.

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在 Covid-19 大流行期间，健康科学专业学生认为最具挑战性的课程所面临的挑战：这些挑战是什么？

由于 COVID-19 的管理策略，最显著的是限制亲自接触，全世界的大学都突然转向远程教学或远程学习。尽管如此，这一过程对教师和学生的要求都很高。本研究调查了被不同社会人口背景、生活环境、教育背景和学习成绩的健康科学专业学生（743 人）认为在 COVID-19 大流行期间最具挑战性的一门课程所面临的挑战。我们设计了一份调查问卷，并采用正向-反向翻译法将其翻译成法文。采用分类主成分分析法（CATPCA）和 Cronbach's alpha 分别检验了问卷的因子结构和信度。采用调整标准化残差和独立比例 Z 检验进行了带有事后检验的 Chi-square 检验，以研究群体差异。参与者为比利时列日大学医学、药学、生物医学、物理治疗、公共卫生、运动科学（体育教育）和牙科专业的本科生和硕士生。结果显示，报告最多的三个挑战是学习内容困难、课程强度大、感到压力和担忧。此外，由于 Covid-19 措施而导致的在线学习实施、失败感（没有学到应该学的东西）以及缺乏教师的互动和支持也被认为是遇到的突出挑战。此外，更多的本科生、全日制学生和女生、处于学习轨迹早期阶段的学生以及成绩较差和中等偏上的学生表示在学习内容难度、课程强度、压力和在线学习方面遇到了挑战。因此，研究结果强调了在学生学习轨迹的早期阶段，教师主导和导师支持的作用，以及如果要将在线学习制度化，就必须充分关注他们的福祉。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

European Journal of Education EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

4.50

自引率

0.00%

发文量

期刊介绍： The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.