Evaluating Online Learning Environment for Medical Students Using Digi-MEE Instrument: A Sequential Mixed-Method Study
https://doi.org/10.56026/imu.18.3.15
- Author:
Noor-i-Kiran Naeem
1
,
2
;
Siti Nurma Hanim Hadie
3
;
Irwan Mahazir Ismail
4
;
Samina Malik
5
;
Usman Mahboob
6
;
Subhan Ullah
7
;
Muhamad Saiful Bahri Yusoff
8
Author Information
1. Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Malaysia, and Department of Medical Education, ABWA Medical College, Faisalabad, Pakistan
2. Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Malaysia
3. Department of Anatomy, School of Medical Sciences, Universiti Sains Malaysia, Malaysia.
4. Kampus Kedah, Universiti Utara Malaysia, Malaysia.
5. Department of Physiology, University College of Medicine and Dentistry, The University of Lahore, Lahore, Pakistan, and Masters in Med Edu student at The University of Dundee, Scotland.
6. Department of Medical Education, Institute of Health Professions Education and Research, Khyber Medical University, Peshawar, Pakistan.
7. Department of Behavioural Sciences, Aziz Fatimah Medical College, Pakistan.
8. Department of Medical Education, School of Medical Sciences, Universiti Sains Malaysia, Malaysia
- Publication Type:Journal Article
- Keywords:
Online learning;
Undergraduate Medical Education;
Learning environment;
Digi-MEE;
Perception.
- MeSH:
Education, Distance;
Education, Medical, Undergraduate;
Perception
- From:International e-Journal of Science, Medicine and Education
2024;18(3):15-32
- CountryMalaysia
- Language:English
-
Abstract:
In light of the increasing use of online learning platforms in medical education, there is a critical need to assess the current state of online learning environments. Despite the global emphasis on digital education, limited studies have systematically explored how medical students perceive the effectiveness and quality of these environments, particularly in Pakistan. This study aims to fill this gap by evaluating medical students’ experiences with their institution’s online learning environments and identifying key strengths and challenges that impact learning outcomes.
A mixed-method, sequential exploratory design was used, starting with a quantitative assessment followed by qualitative inquiry. Data from 253 medical students were collected via a survey, and 30 focus group interviews were conducted to provide deeper insights into the challenges students face in navigating the online learning environment. The findings revealed critical areas in need of improvement, including digital infrastructure, student engagement, and the accessibility of online resources. Qualitative data highlighted the need for more interactive and student-centred approaches to online education.
By focusing on the status of online learning in medical education, this research provides valuable insights for educators and policymakers aiming to enhance the quality of digital learning environments. The study contributes to ongoing efforts to develop more effective, engaging, and responsive online learning strategies for medical students in Pakistan.
- Full text:20250814143054214813.-Kiran-Naeem-Evaluating-online-learning-environment.pdf
