Medical students perceptions of virtual learning stations as an innovative teaching tool: a qualitative study

References

• Alaagib, N. A., Musa, O. A., & Saeed, A. M. (2019). Comparison of the effectiveness of lectures based on problems and traditional lectures in physiology teaching in Sudan. BMC Medical Education, 19(1), 1–8. https://doi.org/10.1186/s12909-019-1799-0
   PubMed Web of Science ®Google Scholar
• Arnold, I. J. M. (2009). Do examinations influence student evaluations? International Journal of Educational Research, 48(4), 215–224. https://doi.org/10.1016/j.ijer.2009.10.001
   Google Scholar
• Aydogmus, M., & Senturk, C. (2019). The Effects of learning stations technique on academic achievement: A meta-analytic study. Research in Pedagogy, 9(1), 1–15. https://doi.org/10.17810/2015.87
   Google Scholar
• Bączek, M., Zagańczyk-Bączek, M., Szpringer, M., Jaroszyński, A., & Wożakowska-Kapłon, B. (2021). Students’ perception of online learning during the COVID-19 pandemic: A survey study of Polish medical students. Medicine, 100(7): e24821. https://doi.org/10.1097/MD.0000000000024821
   PubMed Web of Science ®Google Scholar
• Bowman, S. L.. (2005). Rapid Learning Stations: Learning a Lot in a Little Time. In The Ten-Minute Trainer: 150 Ways to Teach it Quick and Make it Stick! (1st edition, pp. 1–6). John Wiley & Sons..
   Google Scholar
• Bramer, C. (2020). Preregistration adult nursing students’ experiences of online learning: A qualitative study. British Journal of Nursing, 29(12), 677–683. https://doi.org/10.12968/bjon.2020.29.12.677
   PubMedGoogle Scholar
• Brockman, R. M., Taylor, J. M., Segars, L. W., Selke, V., & Taylor, T. A. H. (2020). Student perceptions of online and in-person microbiology laboratory experiences in undergraduate medical education. Medical Education Online, 25(1), 1710324. https://doi.org/10.1080/10872981.2019.1710324
   PubMed Web of Science ®Google Scholar
• Bybee, R. W. (2009). The BSCS 5E instructional model and 21st century skills. BSCS, 24.
   Google Scholar
• Capar, G., & Tarim, K. (2015). Efficacy of the cooperative learning method on mathematics achievement and attitude: A meta-analysis research. Kuram ve Uygulamada Egitim Bilimleri, 15(2), 553–559. https://doi.org/10.12738/estp.2015.2.2098
   Web of Science ®Google Scholar
• Dagyar, M., & Demirel, M. (2015). Effects of problem-based learning on academic achievement: A meta-analysis study. Eğitim ve Bilim, 40(181), 139–174. http://doi.org/10.15390/EB.2015.4429
   Web of Science ®Google Scholar
• Dost, S., Hossain, A., Shehab, M., Abdelwahed, A., & Al-Nusair, L. (2020). Perceptions of medical students towards online teaching during the COVID-19 pandemic: A national cross-sectional survey of 2721 UK medical students. BMJ Open, 10(11), e042378. https://doi.org/10.1136/bmjopen-2020-042378
   PubMed Web of Science ®Google Scholar
• Dung, D. T. H. (2020). The advantages and disadvantages of virtual learning. IOSR Journal of Research & Method in Education, 10(3), 45–48. http://doi.org/10.9790/7388-1003054548
   Google Scholar
• Dutta, A. K., Goswami, K., Murugayan, S. B., Sahoo, S., Pal, A., Paul, C., Thallapaneni, S., & Biswas, S. (2021). Evaluation of e-OSPE as compared to traditional OSPE: A pilot study. Biochemistry and Molecular Biology Education, 49(3), 457–463. https://doi.org/10.1002/bmb.21500
   PubMed Web of Science ®Google Scholar
• Elkhamisy, F. A., & Wassef, R. M. (2021). Innovating pathology learning via Kahoot! game-based tool: A quantitative study of students` perceptions and academic performance. Alexandria Journal of Medicine, 57(1), 215–223. https://doi.org/10.1080/20905068.2021.1954413
   Web of Science ®Google Scholar
• Elshami, W., Taha, M. H., Abuzaid, M., Saravanan, C., Al Kawas, S., & Abdalla, M. E. (2021). Satisfaction with online learning in the new normal: Perspective of students and faculty at medical and health sciences colleges. Medical Education Online, 26(1), 1920090. https://doi.org/10.1080/10872981.2021.1920090
   PubMed Web of Science ®Google Scholar
• Eyüp, Y., & Polat, S. (2015). The effectiveness of multiple intelligence applications on academic achievement: A meta-analysis. Journal of Social Studies Education Research, 6(1), 84–122. https://doi.org/10.17499/jsser.75161
   Google Scholar
• Frambach, J. M., van der Vleuten, C. P. M., & Durning, S. J. (2013). AM last page: Quality criteria in qualitative and quantitative research. Academic Medicine, 88(4), 552. https://doi.org/10.1097/ACM.0b013e31828abf7f
   PubMedGoogle Scholar
• Graneheim, U. H., & Lundman, B. (2004). Qualitative content analysis in nursing research: Concepts, procedures and measures to achieve trustworthiness. Nurse Education Today, 24(2), 105–112. https://doi.org/10.1016/j.nedt.2003.10.001
   PubMed Web of Science ®Google Scholar
• Guckian, J., Eveson, L., & May, H. (2020). The great escape? The rise of the escape room in medical education. Future Healthcare Journal, 7(2), 112–115. https://doi.org/10.7861/fhj.2020-0032
   PubMedGoogle Scholar
• Harden, R. M., Sowden, S., & Dunn, W. R. (1984). Educational strategies in curriculum development: The SPICES model. Medical Education, 18(4), 284–297. https://doi.org/10.1111/j.1365-2923.1984.tb01024.x
   PubMed Web of Science ®Google Scholar
• Haritha, G., Sagayaraj, B. M., & Sharma, N. (2020). E-learning in undergraduates: New insights in medical education. European Journal of Molecular & Clinical Medicine 7(10), 1708–1718. available from https://ejmcm.com/article_6776_5cc8c2c2fc0817215c73384f9b00ec6d.pdf
   Google Scholar
• Jaouen, P. (1990). Fostering students’ awareness of learning styles. Educational Leadership, 48(2), 14. available from https://eric.ed.gov/?id=EJ416422
   Web of Science ®Google Scholar
• Judson, E. (2019). Learning stations in College classrooms. College Teaching, 67(4), 250–251. https://doi.org/10.1080/87567555.2019.1650707
   Google Scholar
• Khan, H., Zulfiqar, B., Qazi, A. M., Khuhawar, S. R., Rehman, K., & Kumari, D. (2021). Pros and cons of online course from medical student’s standpoint. The Professional Medical Journal, 28(03), 387–391. https://doi.org/10.29309/TPMJ/2021.28.03.6158
   Google Scholar
• Kirkpatrick, J. D., & Kayser, W. (2016). Kirkpatrick's four levels of training evaluation. Association for Talent Development.
   Google Scholar
• Knollmann-Ritschel, B. E. C., Regula, D. P., Borowitz, M. J., Conran, R., & Prystowsky, M. B. (2017). Pathology competencies for medical education and educational cases. Academic Pathology, 4(24), 2374289517715040. https://doi.org/10.1177/2374289517715040
   Google Scholar
• Kumar, V., Abbas, A. K., Fausto, N., & Aster, J. C. (2014). Robbins and Cotran pathologic basis of disease, professional edition e-book. Elsevier health sciences.
   Google Scholar
• Likert, R. (1932). A technique for the measurement of attitudes. Archives of Psychology, 22(140), 5–55.
   Google Scholar
• Marzuca-Nassr, N., Marzuca-Nassr, G. N., Acevedo, A. B., Soto, I. R. S., Marzuca-Nassr, N., Marzuca-Nassr, G. N., Barriga, A. A., & Sánchez, I. R. (2021). Learning stations to analyze physiology and morphology perceptions of cell concept. International Journal of Morphology, 39(4), 1015–1022. https://doi.org/10.4067/S0717-95022021000401015
   Web of Science ®Google Scholar
• McKeachie, W. J., Chism, N., Menges, R., Scinicki, M., & Weinstein, C. E. (1994). Learning and cognition in the college classroom. In Teaching tips: Strategies, research, and theory for college and university teachers (pp. 279–296). Lexington,.
   Google Scholar
• Miles, M. B., & Huberman, A. M. (1994). Qualitative data analysis: An expanded sourcebook. Sage.
   Google Scholar
• Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, limitations and recommendations for online learning during covid-19 pandemic era. Pakistan Journal of Medical Sciences, 36(COVID19-S4), S27–S31. https://doi.org/10.12669/pjms.36.COVID19-S4.2785
   PubMed Web of Science ®Google Scholar
• Murphy, B. (2020). COVID-19: how the virus is impacting medical schools. American Medical Association. https://www.ama-assn.org/delivering-care/public-health/covid-19-how-virus-impacting-medical-schools
   Google Scholar
• Pho, D. H., Nguyen, H. T., Nguyen, H. M., & Nguyen, T. T. N. (2021). The use of learning station method according to competency development for elementary students in Vietnam. Cogent Education, 8(1), 1870799. https://doi.org/10.1080/2331186X.2020.1870799
   Web of Science ®Google Scholar
• Rohlfsen, C. J., Sayles, H., Moore, G. F., Mikuls, T. R., O’Dell, J. R., McBrien, S., Johnson, T., Fowler, Z. D., & Cannella, A. C. (2020). Innovation in early medical education, no bells or whistles required. BMC Medical Education, 20(1), 1–11. https://doi.org/10.1186/s12909-020-1947-6
   Web of Science ®Google Scholar
• Rose, S. (2020). Medical student education in the time of COVID-19. JAMA - Journal of the American Medical Association, 323(21), 2131–2132. https://doi.org/10.1001/jama.2020.5227
   PubMed Web of Science ®Google Scholar
• Ryan, A., Carson, A., Reid, K., Smallwood, D., & Judd, T. (2020). Fully online OSCEs: A large cohort case study. MedEdPublish, 9(1), 214. https://doi.org/10.15694/mep.2020.000214.1
   Google Scholar
• Sawant, S. P., & Rizvi, S. (2015). Study of passive didactic teacher centered approach and an active student centered approach in teaching anatomy. International Journal of Anatomy and Research, 3(3), 1192–1197. https://doi.org/10.16965/ijar.2015.147
   Google Scholar
• Schwartzstein, R., & Roberts, D. (2017). Saying goodbye to lectures in medical school — Paradigm shift or passing fad? The New England Journal Of Medicine, 377(7), 605–607. https://doi.org/10.1056/NEJMp1706474
   PubMed Web of Science ®Google Scholar
• Smee, S. (2003). ABC of learning and teaching in medicine: Skill based assessment. BMJ, 326(7391), 703–706. https://doi.org/10.1136/bmj.326.7391.703
   PubMedGoogle Scholar
• Syed, M., & Nelson, S. C. (2015). Guidelines for establishing reliability when coding narrative data. Emerging Adulthood, 3(6), 375–387. https://doi.org/10.1177/2167696815587648
   Web of Science ®Google Scholar
• Tabish, S. A. (2008). Assessment methods in medical education. International Journal of Health Sciences, 2(2), 3–7. available from https://ijhs.org.sa/index.php/journal/article/view/44
   Google Scholar
• Wassef, R., & Elkhamisy, F. A. (2020). Evaluation of a web-based learning management platform and formative assessment tools for a medical parasitology undergraduate course. Parasitologists United Journal, 13(2), 99–106. https://doi.org/10.21608/puj.2020.29543.1070
   Web of Science ®Google Scholar
• Wolff, M., Wagner, M. J., Poznanski, S., Schiller, J., & Santen, S. (2015). Not another boring lecture: Engaging learners with active learning techniques. Journal of Emergency Medicine, 48(1), 85–93. https://doi.org/10.1016/j.jemermed.2014.09.010
   PubMed Web of Science ®Google Scholar
• Zgheib, N. K., Ali, A., & Sabra, R. (2021). Experience with forced transition to online learning during the COVID-19 pandemic: Students’ cognitive performance and their perceptions of teaching. Asia Pacific Scholar, 6(3), 45–55. https://doi.org/10.29060/TAPS.2021-6-3/OA2377
   Google Scholar