Article
Digital Learning in Swiss Medical Education: A Nationwide Survey of Student Perceptions
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Authors
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Artemisa Gogollari
- Universität Bern, IML | Institut für Medizinische Lehre, Bern, Switzerland
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Kai Schnabel
- Universität Bern, IML | Institut für Medizinische Lehre, Bern, Switzerland
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Felix Schmitz
- Universität Bern, IML | Institut für Medizinische Lehre, Bern, Switzerland
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Sören Huwendiek
- Universität Bern, IML | Institut für Medizinische Lehre, Bern, Switzerland
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Stefan Gysin
- Universität Luzern, Fakultät für Gesundheitswissenschaften und Medizin, Luzern, Switzerland
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Christian Schirlo
- Universität Luzern, Fakultät für Gesundheitswissenschaften und Medizin, Luzern, Switzerland
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Daniel Tolks
- Universität Luzern, Fakultät für Gesundheitswissenschaften und Medizin, Luzern, Switzerland
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Stefan Schauber
- Oslo University, Unit for Health Sciences Education, Oslo, Norway
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Sissel Guttormsen
- Universität Bern, IML | Institut für Medizinische Lehre, Bern, Switzerland
| Published: | July 30, 2024 |
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Outline
Text
Background: The integration of Digital Learning and Teaching (DLT) in medical education has critically impacted student learning while offering flexibility and diverse opportunities [1], [2], [3]. This study aims to explore Swiss medical students’ perceptions of DLT, examining its benefits, challenges, and implications for future curriculum development.
Methods: A cross-sectional survey study involving N=470 medical students from eight Swiss medical schools was conducted. The survey assessed students’ views on DLT, including their self-efficacy with technology, opinions on online assessments, study habits, and affective responses to the transition to online learning.
Results: The majority of participants were female, averaging 22 years of age. Notably, male students reported higher computer literacy. Students from smaller schools reported more positive DLT experiences and fewer study hours compared to those from larger institutions. Overall, the students reported high confidence in their DLT skills while recognizing the importance of online resources, concerns were raised about online assessments and the lack of face-to-face interaction. Students also often perceived the teachers as inadequately prepared for DLT. The extended use of DLT also revealed potential emotional stressors, such as feelings of isolation. Students advocated for improved instructor proficiency in DLT and better support systems for technical issues.
Discussion and conclusion: The study reveals a dichotomy in students’ experiences with DLT, balancing the convenience and empowerment of digital tools against technical challenges and psychological effects of reduced in-person engagement. These findings highlight the necessity for a balanced DLT approach, tech-savvy educators, and strong support systems to optimize educational outcomes and student well-being. The research emphasizes the significance of DLT in modernizing medical education while acknowledging the complexities of its implementation. As medical education evolves, adaptive strategies that cater to both technological and human aspects of learning are crucial.
References
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- Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med. 2006;81(3):207-112. DOI: 10.1097/00001888-200603000-00002
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