medecolМедицина и экологияMedicine and ecology2305-60452305-6053Карагандинский медицинский университет10.59598/ME-2305-6045-2023-108-3-48-57medecol-428Research ArticleМЕДИЦИНСКОЕ И ФАРМАЦЕВТИЧЕСКОЕ ОБРАЗОВАНИЕMEDICAL AND PHARMACEUTICAL EDUCATIONУдовлетворенность студентов процессом обучения в онлайн-формате в период пандемии COVID-19Student satisfaction with online learning during the COVID-19 pandemicСорокинаМ. А.SorokinaM. A.

г. Караганда

Karaganda city

КойчубековБ. К.KoichubekovB. K.

г. Караганда

Karaganda city

ОмарбековаН. К.OmarbekovaN. K.

Назгуль Какеновна Омарбекова – ассистент профессора

г. Караганда

Nazgul Kakenovna Omarbekova – Assistant Professor 

Karaganda city

omarbekova@qmu.kzЖамантаевО. К.ZhamantayevO. K.

г. Караганда

Karaganda city

ХаринА. Д.HarinA. D.

г. Караганда

Karaganda city

Кафедра информатики и биостатистики Медицинского университета КарагандыКазахстанKaraganda Medical University, Department of Informatics and BiostatisticsKazakhstanШкола общественного здравоохранения Медицинского университета КарагандыКазахстанKaraganda Medical University, School of Public HealthKazakhstan202319102023034857Copyright © Сорокина М.А., Койчубеков Б.К., Омарбекова Н.К., Жамантаев О.К., Харин А.Д., 20232023Сорокина М.А., Койчубеков Б.К., Омарбекова Н.К., Жамантаев О.К., Харин А.Д.Sorokina M.A., Koichubekov B.K., Omarbekova N.K., Zhamantayev O.K., Harin A.D.Данная работа распространяется под лицензией Creative Commons Attribution 4.0.This work is licensed under a Creative Commons Attribution 4.0 License.https://medecol.qmu.kz/jour/article/view/428

Целью исследования была оценка удовлетворенности студентов процессом обучения в онлайн-формате.

Материалы и методы

Материалы и методы. В исследовании прияли участие 160 студентов 3 курса бакалавриата образовательной программы «General medicine» международного медицинского факультета Медицинского университета Караганды. Оценивали удовлетворенность студентов процессами преподавания, оценивания, формирования навыков и опыта получения знаний после изучения дисциплины «Биостатистика в медицине» в онлайн-формате. Для оценки удовлетворенности студентов процессом обучения использовали опросник «Measuring student satisfaction from the Student Outcomes Survey».

Результаты и обсуждение

Результаты и обсуждение. 79 % студентов, принимавших участие в исследовании, в целом были удовлетворены процессом обучения в онлайн-формате. Вместе с тем, около 30 % студентов либо сомневались, либо были не согласны с утверждением о том, что преподаватель их заинтересовал и увлек во время преподавания дисциплины. Такое же количество студентов были не удовлетворены временными интервалами, через которые происходил контроль знаний и умений.

Заключение

Заключение. Результаты исследования показали, что вынужденный переход на онлайн-обучение в целом не повлиял на удовлетворенность студентов такими составляющими процесса обучения, как преподавание, оценивание, формирование навыков и опыта получения знаний.

Выводы

Выводы. Для достижения качественных результатов обучения и повышения удовлетворенности студентов процессом обучения необходимо пересматривать и корректировать методы преподавания и оценивания знаний и навыков студентов в зависимости от формата обучения (онлайн или офлайн).

The aim of this study was to evaluate student satisfaction with the online learning process.

Materials and methods

Materials and methods. 160 third-year students of the «General Medicine» program at the International Medical Faculty of the Medical University in Karaganda participated in the study. The study assessed student satisfaction with teaching, evaluation, skills development, and knowledge acquired after studying the «Biostatistics in Medicine» discipline in an online format. The «Measuring Student satisfaction from the Student Outcomes Survey» questionnaire was used to evaluate student satisfaction with the learning process.

Results and discussion

Results and discussion. Overall, 79 % of the students who participated in the study were satisfied with the online learning process. However, about 30 % of students either doubted or disagreed with the statement that the teacher engaged and interested them during the discipline lectures. The same number of students were dissatisfied with the time intervals for knowledge and skills assessment.

Conclusion

Conclusion. The results showed that the forced transition to online learning did not significantly affect student satisfaction with teaching, evaluation, skills development, and knowledge acquisition processes.

Implications

Implications. To achieve high-quality learning outcomes and improve student satisfaction with the learning process, it is necessary to review and adjust teaching and assessment methods according to the mode of learning (online or offline).

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The authors declare that there are no conflicts of interest present.