Table 1.
Distribution of male and female participants in study population and in total student and academic population at the Faculty of Medical Sciences.
| Total number | Female (%) | Male (%) | |
|---|---|---|---|
| Study population | 332 | 255 (76.8) | 77 (23.2) |
| Students at the Faculty of Medical Sciences | 1572 | 1181 (75.1) | 391 (24.9) |
| Academic staff at the Faculty of Medical Sciences | 293 | 165 (56.3) | 128 (43.7) |
Figure 1.
Distribution of responses on Question (Q4): Have you had previous experiences with online education? in relation to gender in study population. The answers are categorized into the following categories: Very great experiences/great, Moderate experiences and Small/without experiences. Results are presented as frequency in percent (%).
Figure 2.
Distribution of responses on Question (Q4): Have you had previous experiences with online education? in relation academic status in study population. The answers are categorized into the following categories: Very great experiences/great, Moderate experiences and Small/without experiences. Results are presented as frequency in percent (%).
Figure 3.
Distribution of responses on Question (Q4): Have you had previous experiences with online education? in study population in general. The answers are categorized into the following categories: Very great experiences/great, Moderate experiences and Small/without experiences. Results are presented as frequency in percent (%).
Table 2.
Distribution of male and female participants and in relation to academic status in responses about attitudes on online education. Results are presented as frequency in percent from total number of selected participants.
| Variables | Students (n=302) (%) | Academic staff (n=30) (%) | χ2/p | Male participants (n=77) (%) | Female participants (n=255) (%) | χ2/p |
|---|---|---|---|---|---|---|
| (Q5) Attitude on combining online teaching with direct contact teaching * | ||||||
| I very much support / I support | 151 (50.0) | 26 (86.7) | 14.814/0.001 | 42 (54.5) | 135 (52.9) | 0.071/0.965 |
| I do not support or dispute | 70 (23.2) | 2 (6.7) | 16 (20.8) | 56 (22.0) | ||
| I do not support / I do not support very much | 81 (26.8) | 2 (6.7) | 19 (24.7) | 64 (25.1) | ||
| (Q6) Attitude about teaching only in direct contact | ||||||
| I very much support / I support | 105 (34.8) | 15 (50.0) | 5.971/0.055 | 29 (37.7) | 91 (35.7) | 4.333/0.115 |
| I do not support or dispute | 70 (23.2) | 9 (30.0) | 24 (31.2) | 55 (21.6) | ||
| I do not support / I do not support very much | 127 (42.1) | 6 (20.0) | 24 (31.2) | 109 (42.7) | ||
| (Q7) Attitude about teaching only online | ||||||
| I very much support / I support | 169 (56.0) | 10 (33.3) | 7.379/0.027 | 31 (40.3) | 148 (58.0) | 8.316/0.016 |
| I do not support or dispute | 49 (16.2) | 10 (33.3) | 20 (26.0) | 39 (15.3) | ||
| I do not support / I do not support very much | 84 (27.8) | 10 (33.3) | 26 (33.8) | 68 (26.7) |
Table 3.
Distribution of male and female participants and in relation to academic status in responses about difficulties during online education.
| Variables | Students (n=302) (%) | Academic staff (n=30) (%) | χ2/p | Male participants (n=77)(%) | Female particiants (n=255) (%) | χ2/p |
|---|---|---|---|---|---|---|
| (Q8) Difficulties in communication during online classes * | ||||||
| There are very large ones | 16 (5.3) | 0 (0.0) | 5.178/0.242 | 40 (5.2) | 12 (4.7) | 6.371/0.173 |
| There are big ones | 29 (9.6) | 1 (3.3) | 10 (13.0) | 20 (7.8) | ||
| There are moderates | 96 (31.8) | 15 (50.0) | 30 (39.0) | 81 (31.8) | ||
| There are small ones | 84 (27.8) | 9 (30.0) | 21 (27.3) | 72 (28.2) | ||
| They do not exist at all | 77 (25.5) | 5 (16.7) | 12 (15.6) | 70 (27.5) | ||
| (Q9) Difficulties in testing knowledge during online classes * | ||||||
| There are very large ones | 30 (9.9) | 2 (6.7) | 10.352/0.027 | 10 (13.0) | 22 (8.6) | 6.371/0.173 |
| There are big ones | 32 (10.6) | 5 (16.7) | 8 (10.4) | 29 (11.4) | ||
| There are moderates | 63 (20.9) | 10 (33.3) | 18 (23.4) | 55 (21.6) | ||
| There are small ones | 72 (23.8) | 10 (33.3) | 24 (31.2) | 58 (22.7) | ||
| They do not exist at all | 105 (34.8) | 3 (10.0) | 17 (22.1) | 91 (35.7) | ||
| (Q10) Difficulties in technical aspects during online teaching * | ||||||
| There are very large ones | 15 (5.0) | 0 (0.0) | 2.912/0.556 | 4 (5.2) | 11 (4.3) | 1.120/0.905 |
| There are big ones | 16 (5.3) | 0 (0.0) | 2 (2.6) | 14 (5.5) | ||
| There are moderates | 84 (27.8) | 8 (26.7) | 22 (28.6) | 70 (27.5) | ||
| There are small ones | 114 (37.7) | 12 (40.0) | 30 (39.0) | 96 (37.6) | ||
| They do not exist at all | 73 (24.2) | 10 (33.3) | 19 (24.7) | 64 (25.1) | ||
| (Q11) Difficulties in gaining professional experience during online classes * | ||||||
| There are very large ones | 94 (31.1) | 4 (13.3) | 11.809/0.015 | 24 (31.2) | 74 (29.0) | 7.405/0.116 |
| There are big ones | 63 (20.9) | 10 (33.3) | 24 (31.2) | 49 (19.2) | ||
| There are moderates | 50 (16.6) | 11 (36.7) | 12 (15.6) | 49 (19.2) | ||
| There are small ones | 50 (16.6) | 3 (10.0) | 11 (14.3) | 42 (16.5) | ||
| They do not exist at all | 45 (14.9) | 2 (6.7) | 6 (7.8) | 41 (16.1) | ||
| (Q12) Difficulties in psychological aspects during online teaching * | ||||||
| There are very large ones | 32 (10.6) | 0 (0.0) | 7.348/0.096 | 5 (6.5) | 27 (10.6) | 2.374/0.676 |
| There are big ones | 20 (6.6) | 0 (0.0) | 4 (5.2) | 16 (6.3) | ||
| There are moderates | 48 (15.9) | 6 (20.0) | 10 (13.0) | 44 (17.3) | ||
| There are small ones | 70 (23.2) | 11 (36.7) | 21 (27.3) | 60 (23.5) | ||
| They do not exist at all | 132 (43.7) | 13 (43.3) | 37 (48.1) | 108 (42.4) | ||
| (Q13) Difficulties in mastering new health technologies during online teaching * | ||||||
| There are very large ones | 47 (15.6) | 2 (6.7) | 5.000/0.275 | 12 (15.6) | 37 (14.5) | 4.648/0.325 |
| There are big ones | 40 (13.2) | 8 (26.7) | 10 (13.0) | 38 (14.9) | ||
| There are moderates | 67 (22.2) | 7 (23.3) | 23 (29.9) | 51 (20.0) | ||
| There are small ones | 66 (21.9) | 7 (23.3) | 17 (22.1) | 56 (22.0) | ||
| They do not exist at all | 82 (27.2) | 6 (20.) | 15 (19.5) | 73 (28.6) | ||
| (Q14) Difficulties in organizing time during online classes * | ||||||
| There are very large ones | 17 (5.6) | 0 (0.0) | 5.139/0.230 | 4 (5.2) | 13 (5.1) | 5.448/0.239 |
| There are big ones | 12 (4.0) | 2 (6.7) | 6 (7.8) | 8 (3.1) | ||
| There are moderates | 35 (11.6) | 5 (16.7) | 8 (10.4) | 32 (12.5) | ||
| There are small ones | 67 (22.2) | 10 (33.3) | 22 (28.6) | 55 (21.6) | ||
| They do not exist at all | 171 (56.6) | 13 (43.3) | 37 (48.1) | 147 (57.6) | ||
| (Q15) Difficulties in assessing the quality of study during online teaching * | ||||||
| There are very large ones | 45 (14.9) | 1 (3.3) | 11.139/0.020 | 12 (15.6) | 34 (13.3) | 7.948/0.093 |
| There are big ones | 47 (15.6) | 7 (23.3) | 12 (15.6) | 42 (16.5) | ||
| There are moderates | 68 (22.5) | 13 (43.3) | 27 (35.1) | 54 (21.2) | ||
| There are small ones | 63 (20.9) | 6 (20.0) | 12 (15.6) | 57 (22.4) | ||
| They do not exist at all | 79 (26.2) | 3 (10.0) | 14 (18.2) | 68 (26.7) | ||
| (Q16) Other difficulties during online classes * | ||||||
| There are very large ones | 20 (6.6) | 0 (0.0) | 13.409/0.006 | 8 (10.4) | 12 (4.7) | 9.438/0.047 |
| There are big ones | 16 (5.3) | 2 (6.7) | 3 (3.9) | 15 (5.9) | ||
| There are moderates | 67 (22.2) | 16 (53.3) | 21 (27.3) | 62 (24.3) | ||
| There are small ones | 101 (33.4) | 7 (23.33) | 30 (39.0) | 78 (30.6) | ||
| They do not exist at all | 98 (32.5) | 5 (16.7) | 15 (19.5) | 88 (34.5) | ||
Figure 4.
Distribution of responses on Question (Q17): Intention to implement the acquired knowledge, skills, and attitudes into professional practice, in relation to gender in study population. The answers are categorized into the following categories: Very great intention, Great intention, Moderate intention, Small intention and without intention. Results are presented as frequency in percent (%).
Figure 5.
Distribution of responses on Question (Q17): Intention to implement the acquired knowledge, skills, and attitudes into professional practice, in relation to academic status in study population. The answers are categorized into the following categories: Very great intention, Great intention, Moderate intention, Small intention and without intention. Results are presented as frequency in percent (%).
Figure 6.
Distribution of responses on Question (Q17): Intention to implement the acquired knowledge, skills, and attitudes into professional practice, in study population at all. The answers are categorized into the following categories: Very great intention, Great intention, Moderate intention, Small intention and without intention. Results are presented as frequency in percent (%).