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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) |
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) |
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) | ||