BACKGROUND AND OBJECTIVES

One of the effects of the COVID-19 pandemic on medical education is an increased awareness and use of social media (SocMed) to facilitate learning. However, literature on the use of SocMed in medical education has focused primarily on educator-led teaching activities. Our study aimed to describe SocMed initiatives that were student-led, particularly for information dissemination and peer collaborative learning, and to elicit perceptions of medical students towards such activities.

An online survey on SocMed usage in medical education was sent to all first- and second-year medical students at the University of the Philippines Manila College of Medicine from October to December 2021. The questionnaire collected data on demographics, SocMed habits and preferences, and perceived advantages and disadvantages of SocMed. Descriptive statistics were calculated while the free-text responses were grouped into prominent themes and summarized.

We received a total of 258 responses (71%) out of 361 eligible participants. Overall, 74% found SocMed platforms to be very and extremely helpful; 88% recommended its continued use. The most popular SocMed platforms for different tasks were as follows: Discord for independent study groups and for conducting peer tutoring sessions; Facebook Messenger for reading reminders; Telegram for reading announcements related to academics and administrative requirements, and for accessing material provided by classmates and professors.

The high uptake of SocMed among medical students may be attributed to its accessibility and costefficiency. The use of a particular SocMed platform was dependent on the students’ needs and the platform's features. Students tended to use multiple SocMed platforms that complemented one another. SocMed also had disadvantages, such as the potential to distract from academic work and to become a source of fatigue. Educators must engage with students to understand how SocMed platforms can be integrated into medical education, whether in the physical or virtual learning environment.

Objective: This study aimed to describe the perceived barriers to online learning encountered by Filipino occupational therapy students (OT) amid the COVID-19 pandemic and beyond. Methodology: An electronic survey comprising multiple-choice questions, Likert scale assessments, and open-ended questions was disseminated among OT students across the Philippines. Statistical analysis involved the Chi-Square test to evaluate associations among variables. Results: A total of 161 responses were gathered, highlighting barriers faced by OT students in online learning. These included challenges such as physical and mental health issues, difficulties adapting to online learning styles, household responsibilities, and limited conducive study space. Additionally, an association was observed between internet connectivity types and speeds, and the encountered barriers. Conclusion Findings underscore the significant hurdles experienced by OT students in online learning. As educational platforms increasingly adopt online modalities, there is a need to apply an occupational perspective in crafting strategies and interventions aimed at mitigating these barriers. However, considering the limitations identified, particularly regarding the development of practical skills and the importance of social interaction, a hybrid learning approach that merges the flexibility of online learning with the irreplaceable benefits of classroom-based instruction emerges as a promising solution. This study's insights provide valuable guidance for higher education institutions (HEIs) to develop and implement such hybrid models, ultimately enhancing support mechanisms for OT practice-based teaching and learning, particularly in the post-pandemic landscape.
Education, Distance ; COVID-19

INTRODUCTION: The COVID-19 pandemic has significantly increased reliance on digital devices for education, leading to heightened concerns about digital eye strain (DES) among students. This study aimed to investigate the association between screen time and the degree of DES among first to third-year medical students at a private medical school from August to September 2023. METHODS: An analytical cross-sectional design was employed, involving 194 participants who completed a self administered questionnaire, including the Computer Vision Syndrome Questionnaire (CVS-Q). Data were analyzed using descriptive statistics and relative risk calculations. RESULTS: The mean daily screen time was 6.94 hours, with 79.38% of participants reporting symptoms of digital eye strain. A significant association was found between screen time and DES, with a positive risk ratio of 1.304 for those spending 4-8 hours on screens compared to those with less than 4 hours. CONCLUSION This study highlights the growing prevalence of DES among medical students during the pandemic, emphasizing the need for educational institutions to implement strategies that mitigate screenrelated health risks. Recommendations include awareness programs, ergonomic guidelines and regular eye check-ups to promote ocular health.
Human ; Students, medical ; online learning ; education, distance

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.
Education, Distance ; Education, Medical, Undergraduate ; Perception

Background: The pandemic forced a shift to online education, which encountered issues such as connectivity issues and lack of interaction. The HTML Package (H5P) is an open source software platform that enables the creation and delivery of asynchronous interactive online learning content with minimal technical and data requirements. There is a need to explore H5P in this context. Objectives: To describe the development of digital learning objects using H5P integrated into a university learning management system and to evaluate students' perception of this in terms of usefulness, integration, impact on learning, and important attributes of the learning object. Methodology: H5P interactive content was created and integrated into the UP Manila LMS and used for the OS212 ORL Module. The 179 second year medical students were then invited to answer a survey regarding their perception of H5P's ease of use, impact on learning outcomes, integration, and key attributes of an LO. Data gathered was analyzed using descriptive statistics. Results: There were 134 respondents and they had a highly positive assessment of the H5P learning objects with regards to all studied parameters. Majority of the students found the H5P content easy to use, appropriate and well integrated, and helpful for learning. Conclusion The H5P platform provides the opportunity for the development of online educational content without the need for advanced technical skills. The high level acceptance of LOs using H5P technology underscores its potential to enrich students' educational experience.
Education, Distance ; Education, Medical ; Surveys and Questionnaires

Background: In the face of the COVID-19 pandemic and a country-wide lockdown, the University of the Philippines College of Medicine halted face-to-face teaching in exchange for online learning for its students. For the Learning Unit VI students, clinical rotations shifted to hybrid activities to continue learning activities while minimizing exposure risk. The Philippine General Hospital Department of Orthopedics introduced the following hybrid activities in its curriculum for Learning Unit VI students: 1) Online Lectures, 2) Online Departmental Conference, 3) Online Division Rounds, 4) Online SGDs, 5) Written Case, 6) Online Exams, 7) Preceptorship, Demo, Return Demo, and 8) Online OSCE. The department used a variety of platforms including synchronous sessions, asynchronous pre-recorded lectures, and face-to-face teaching, as appropriate. Objectives: The study compared the faculty and student course evaluations of activities in the hybrid ORTHO 251 course. Methodology: Faculty and students were asked to evaluate each activity according to the Course Evaluation By Students (CEBS), the standard questionnaire used by the college, to determine the overall rating of each activity as well as any differences between the two groups. Results: The hybrid activities conducted in the ORTHO 251 course were rated as good or excellent by the faculty and students, with differences in a few activities. Consultants rated online exams as being less effectively integrated and that there was inadequate time allotment for online SGDs, written cases, and online exams. Meanwhile, students rated all activities higher in terms of stimulating self-directed learning. Conclusion With good to excellent outcomes, this study found that it has at least satisfactorily matched the learning platform to the learning component. While knowledge may be taught via asynchronous recorded lectures or reading materials, attitude and thinking processes are better formed through synchronous discussion. Skills in medical education, including Orthopedics, are still best taught via face-to-face demoreturn demo. With this information, the department can investigate the causes of these differences and improve on the identified weaknesses.
Orthopedics ; Education, Distance ; Education, Medical

The shift to remote learning during the pandemic highlighted the importance of self-regulated learning (SRL). Education scholars posit that SRL promotes positive remote learning experiences in various student populations. Students cannot be expected to be self-regulated learners in a remote setup by exposing themselves to online courses alone. Thus, the Department of Occupational Therapy of the University of the Philippines Manila College of Allied Medical Professions created a webinar based on the constructs of SRL to aid students in transitioning to this setup. The webinar was organized for students to understand the concept of SRL and to identify SRL strategies they can use. Faculty shared practical tips, personal experiences, and contextualized examples on how students can use these strategies to thrive in the remote setup. Given the positive feedback, there is value found in similar activities to utilizing SRL dimensions to prepare students for remote learning. Recommendations for future studies about SRL are stated.
Self-Control ; Education, Distance

Objective. Assessment in distance education provides a safe evaluation environment during the COVID-19 pandemic. The purpose of this study is to explore the extent of knowledge available regarding the challenges of assessment in distance education of health professions during the 2020-2021 COVID-19 pandemic and to discuss a reflection in the Philippine setting.

Method. We conducted a rapid review through an electronic search in PubMed, Scopus, CINAHL, ERIC, Web of Science, and PsycINFO databases.

Results. Out of 1,519 articles, 9 were included for analysis. Philippine reflection was provided through an unsystematic search of literature. Challenges in assessment included resources, learners' issues, technical issues of the learning management system, and methodological assessment issues. Distance education allowed instructors to safely continue delivery of instruction and assessment during the pandemic.

Conclusion. The Philippine setting is relatable to the current international context of the challenges of assessment in distance education in health professions.

Objective. The current paper aimed to discuss developing the online newborn hearing screening certification course and revisions made from pre-pandemic face-to-face strategies to the online implementation in response to COVID-19 limitations. Furthermore, it aimed to create recommendations for the refinement of the course.

Methods. The development of the adaptation consisted of document review, focus group discussions among program faculty before and after implementation, which covered the demand for the certification course, opportunities for adaptation, situational limitations, and online implementation advantages and concerns. In addition, a cost-benefit analysis of the online course was done.

Results. The certification course was developed within a month and retained the same learning objectives going into an online implementation. One significant change was the addition of a local experience module which allowed for the participation of regional newborn hearing screening coordinators. More resources were required from both instructors and learners to implement successfully. Due to the asynchronous nature of the online course, the evaluation scheme was adapted accordingly. However, teaching strategies were limited. The pricing of the course was also not optimal.

Conclusion. Although there were merits in adapting the certification course to the online learning platform, there were areas for refinement. These were the alignment of all course modules to learning objectives, the addition of varied teaching methods, and the revision of pricing for the course.

Online learning in nursing is a controversial idea that is viewed as a hindrance to the holistic learning of an individual, however, it was the only solution to prioritize the safety of students during the COVID-19 pandemic. This concepts aims to give a clear approach to how online learning will occur successfully in nursing education. The method used in intellectualizing the concept was Walker and Avant’s approach. The attributes of online learning involve: 1.) platform with the use of devices to create a classroom community; 2.) virtual schooling at home; 3.) entertainment and leisure activity; and 4.) enhanced with synchronous online classes and asynchronous video instruction. Apart from these attributes, the schema of nursing students needs to be addressed and enhanced through the delivery of learning by giving importance to visual, audio, read and/or writing, and kinesthetic learning styles fueled with the right attitude and technological competency.
Education, Distance ; Education, Nursing ; Nursing