The Effects of Distance Education on Midwifery Students Before Clinical Practice in the Pandemic

Year 2024, Volume: 13 Issue: 2, 381 - 389, 28.08.2024

Hatice Acar Bektaş , Gizem Çıtak , Özgür Alparslan

https://doi.org/10.53424/balikesirsbd.1341069

Abstract

This research was conducted to determine the positive and negative effects of distance education before clinical practice compared to midwifery students.
Materials and Methods: The research was carried out with a total of 181 students studying in the 1st and 2nd year of the Department of Midwifery, Faculty of Health Sciences, of a state university in Turkey. 54.7% of the participants are first-year students, all of them are single, 63.5% are Anatolian high school graduates, 76.2% have an extended family and 71.3% live in the city. Regarding the distance education evaluations, 72.9% stated that they did not approve. Participants also stated that the transition to distance education negatively affected the quality of laboratory and clinical applications of the courses and their participation rates. The learning tools that students found most valuable in the distance education process were online lecture notes (83.9%), smartphones (81%), internet access (76.1%) and computers (72.5%). The distance education process brought additional costs to 71.3% of the students and 29.3% stated that this cost was more than 500 Turkish Liras. This result shows that web-based distance education can be used in addition to formal education to reinforce the theory in midwifery education.

Keywords

Covid 19, Midwifery Students, Distance Education

References

• Al-Balas, M., Al-Balas, H., Jaber, H., Obeidat, K., Al- Balas, H., Aborajooh, E., Al-Taher, R., & Al-Balas, B. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Medical Education, 20. https://doi.org/10.1186/s12909-020-02257-4.
• Baran, H. (2020). Açık ve uzaktan eğitimde ölçme ve değerlendirme. Açıköğretim uygulamaları ve araştırmaları dergisi (AUAd); 6-1, 28-40.
• Brooks, S.K., Smith, L.E., Webster, R.K., Weston, D., Woodl, L., Hall, I. (2020). The impact of unplanned school closure on children’s social contact: Rapid evidence review. Eurosurveillance, 25(13), 1-10.
• Cirakoglu, N., Ozbay, Y. (2022). Evaluation of Turkish undergraduate dental students' distance learning and online exam experience during the Covid-19 pandemic. Nigerian Journal of Clinical Practice, 25, 916 - 922. https://doi.org/10.4103/njcp.njcp_1949_21.
• Dodds, W. (2019). Disease Now and Potential Future Pandemics, içinde: The World’s Worst Problems. Springer International Publishing, Cham, ss. 31–44. https://doi.org/10.1007/978-3-030-30410-2_4
• Elsalem, L., et al. (2020). Stress and Behavioral Changes with Remote E-Exams During the COVID-19 Pandemic: A Cross-Sectional Study Among Undergraduates Of Medical Sciences. Elsevier Public Health Emergency Collection. Tıp ve Cerrahi Yıllık, 60:271-9. url: https://www.sciencedirect.com/science/article/pii/S20 49080120304131?via%3Dihub
• Elsalem, L., Al-Azzam, N., Jum’ah, A., Obeidat, N. (2021). Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences. Annals of Medicine and Surgery, 62, 326 - 333. https://doi.org/10.1016/j.amsu.2021.01.054.
• Ferrel, M.N., Ryan, J.J. (2020). The Impact of COVID-19 on Medical Education. Cureus; 12. https://doi.org/10.7759/CUREUS.7492.
• Gaur, U., Majumde,r M.A.A., Sa, B., Sarkar, S., Williams, A., Singh, K. (2020). Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN Compr Clin Med; 22:1–6.
• Goldhamer, M.E.J., Pusic, MV., Co, JPT., Weinstein, DF. (2020). Can COVID catalyze an educational transformation? Competency-based advancement in a crisis. NEngl J Med; 383(11):1003–5.
• Ince, E., Kabul, A., & Diler, I. (2020). Distance Education in Higher Education in the COVID-19 Pandemic Process: A Case of Isparta. Applied Sciences University. 4, 343-351. https://doi.org/10.46328/ijtes.v4i4.112.
• Iwanaga, J., Loukas, M., Dumont, A.S., Tubbs, R.S. (2021). A review of anatomy education during and after the COVID-19 pandemic: Revisiting traditional and modern methods to achieve future innovation. Clin. Anat; 34, 108–114. https://doi.org/10.1002/ca.23655
• Karadağ, E., Su, A., & Ergin-Kocaturk, H. (2021). Multi- level analyses of distance education capacity, faculty members’ adaptation, and indicators of student satisfaction in higher education during COVID-19 pandemic. International Journal of Educational Technology in Higher Education, 18. https://doi.org/10.1186/s41239-021-00291-w.
• Kurnaz, E., Serçemeli, M. (2020). COVID-19 pandemi döneminde akademisyenlerin uzaktan eğitim ve uzaktan muhasebe eğitimine yönelik bakış açıları üzerine bir araştırma. Uluslararası Sosyal Bilimler Akademi Dergisi, 3(3), 262-288.
• Liang, Z.C., Ooi, S.B.S., Wang, W. (2020). Pandemics and Their Impact on Medical Training: Lessons From Singapore. Journal of the Association of American Medical Colleges; 95, 1359–1361. https://doi.org/10.1097/ACM.0000000000003441
• Longhurst, G.J., Stone, D.M., Dulohery, K., Scully, D., Campbell, T., Smith, C.F. (2020). Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland
• McCutcheon, K., Lohan, M., Traynor, M., & Martin, D. (2015). A systematic review evaluating the impact of online or blended learning vs. face‐to‐face learning of clinical skills in undergraduate nurse education. Journal of Advanced Nursing, 71(2), 255–270. https://doi.org/10.1111/jan.12509
• Montenegro-Rueda, M., Rosa, A., Sánchez-Serrano, J., & Fernández-Cerero, J. (2021). Assessment in Higher Education during the COVID-19 Pandemic: A Systematic Review. Sustainability. https://doi.org/10.3390/su131910509.
• Moszkowicz, D., Duboc, H., Dubertret, C., Roux, D., Bretagnol, F. (2020). Daily medical education for confined students during coronavirus disease 2019 pandemic: A simple videoconference solution. Clinical Anatomy; 33, 927–928. https://doi.org/10.1002/CA.23601
• Mukhtar, K., Javed, K., Arooj, M., Sethi, A. (2020). Advantages, Limitations, and recommendations for online learning during the COVID-19 pandemic era. Pakistan Journal of Medical Sciences; 36(COVID19- S4): S27–31.
• Oboskalova, T., Kudryavtseva, Е., & Koval, M. (2021). Research on the impact of distance learning during the COVID-19 pandemic on the lifestyle and quality of education of medical students. Experience of the obstetrics and gynecology department. Ural Medical Journal. https://doi.org/10.52420/2071-5943-2021-20- 1-103-108.
• Pather, N., Blyth, P., Chapman, J. A., Dayal, M. R., Flack, N. A. M. S., Fogg, Q. A., Green, R. A., Hulme, A. K., Johnson, I. P., Meyer, A. J., Morley, J. W., Shortland, P. J., Štrkalj, G., Štrkalj, M., Valter, K., Webb, A. L., Woodley, S. J., Lazarus, M. D. (2020). Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the COVID-19 Pandemic. Anatomical Sciences Education; 13, 284–300. https://doi.org/10.1002/ASE.1968
• Rojas-Silva J, et al. (2020). Hospital practice in COVID-19 times: perceptions of the midwifery interns in Peru. The Preprint Server For Health Scıences, url: https://www.medrxiv.org/content/10.1101/2020.06.05 .20094482v1.full.pdf Erişim Tarihi:11.01.2024
• Rose, S. (2020). Medical Student Education in the Time of COVID-19. JAMA 2020; 323, 2131–2132. https://doi.org/10.1001/JAMA.2020.5227
• Şahbaz, A. (2020). Views and Evaluations of University Students about Distance Education During the COVID- 19 Pandemic. Educational Process: International Journal, 9, 185–198. https://doi.org/10.22521/edupij.2020.93.5.
• Sandhaus, Y., Kushnir, T., Ashkenazi, S. (2020). Electronic distance learning of preclinicalstudies during the COVID-19 pandemic: a preliminary study of medical student responses and potential future impactThe Israel Medical Association Journal; 8(22):423–7.
• Sandhu, P., Wolf, M. (2020). The impact of COVID-19 on the undergraduate medical curriculum. Med Educ Online. 2020; 25(1):1764740.
• Sani, I., Hamza, Y., Chedid, Y., Amalendran, J., Hamza, N. (2020). Understanding the consequence of COVID-19 on undergraduate medical education: Medical students’ perspective. Ann Med Surg;58:117–9.
• Shahrvini, B., Baxter, S. L., Coffey, C. S., MacDonald, B. V., & Lander, L. (2021). Preclinical remote undergraduate medical education during the COVID-19 pandemic: a survey study. BMC Medical Education, 21(1), 13. https://doi.org/10.1186/s12909-020-02445-2
• Söğüt, S., Dolu, İ., Cangöl, E. The relationship between COVID-19 knowledge levels and anxiety states of midwifery students during the outbreak: A cross- sectional web-based survey, Perspectives in Psychiatric Care, 2020;57(1):1–7. url: https://onlinelibrary.wiley.com/doi/epdf/10.1111/ppc. 12555 Erişim Tarihi: 18.01.2024
• Stevanović, A., Božić, R., & Radović, S. (2021). Higher education students' experiences and opinion about distance learning during the Covid‐19 pandemic. Journal of Computer Assisted Learning, 37, 1682 - 1693. https://doi.org/10.1111/jcal.12613.
• Tayem, Y., Almarabheh, A., Hamza, E., & Deifalla, A. (2022). Perceptions of Medical Students on Distance Learning During the COVID-19 Pandemic: A Cross- Sectional Study from Bahrain. Advances in Medical Education and Practice, 13, 345 - 354. https://doi.org/10.2147/AMEP.S357335.
• Terkeş, N., Uçan Yamaç, S. (2021). Hemşirelik ve ebelik öğrencilerinin COVID-19 pandemi sürecindeki uzaktan eğitime yönelik görüş ve önerileri. Ordu Üniversitesi Hemşirelik Çalışmaları Dergisi, 4(2), 240-247. DOI:10.38108/ouhcd.858820.
• Theoret, C., Ming, X. (2020). Our Education, Our Concerns: Medical StudentEducation Impact due to COVID-19. Med Educ14181.
• Viner, R.M., Russell, S.J., Croker, H., Packer, J., Ward, J., Stansfield, C. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child & Adolescent Health, 4, 397–404. Wenrich, M.D., Jackson, M.B. Wolfhagen I, Ramsey PG, Scherpbier AJ. (2013). What arethe benefits of early patient contact? - a comparison of three preclinicalpatient contact settings. BMC Med Educ. 13:80. Zan, N., Zan, B.U. (2020). Koronavirüs ile acil durumda eğitim: Türkiye’nin farklı bölgelerinden uzaktan eğitim sistemine dahil olan edebiyat fakültesi öğrencilerine genel bakış. Electronic Turkish Studies, 15(4), 1367– 1394. Zhong, B.L., Luo, W., Li, H.M., Zhang, Q., Liu, X.G., Li, W.T. (2020). Knowledge, attitudes, and practices towards COVID-19 among Chinese residents during the rapid rise period of the COVID-19 outbreak: A quick online cross-sectional survey. International Journal of Biological Sciences, 16(10), 1745–1752.