Pre-clinical medical students' perceptions of physiology online teaching and online physiology teaching tools.

Abstract

This study aimed to evaluate the effectiveness of online synchronous and asynchronous teaching formats for undergraduate physiology education in a medical program in Ireland, with a specific focus on the use of LabTutor (Lt) LabStation online laboratory platform for remote access. To understand how the Lt platform was used by students and whether it enhanced their learning experience in physiology, we conducted a survey and questionnaire. We focused on students' access to Lt activities and examined any gender differences in the utilization of, and attitudes towards, these activities in a 'Fundamentals of Medicine' module for first-year medical students (n=65). The study revealed a strong student preference for asynchronously delivered lecture material over in-person didactic lectures, primarily due to the flexibility it offered. However, online Lt labs were less favoured due to a perceived lack of engagement. Supplementary online materials, such as videos, did not significantly enhance the learning experience. Students positively evaluated both synchronous and asynchronous online assessments and proposed their integration with online pre-recorded lectures. Notably, the usefulness score for synchronous assessment using the online response system Socrative was higher in males compared to females (8.8±1.9 vs. 7.5±2.2, p=0.006). Whilst most students acknowledged the time investment required for Lt activities, some recognized their value in reinforcing challenging concepts. Overall, our findings suggest that a balanced approach, leveraging both online and in-person methods, can optimize the learning experience in physiology education. This approach accommodates different learning preferences and needs, ultimately enhancing student engagement and comprehension.