Blended learning : The attitudes of medical, dental and pharmacy students at University of Split School of Medicine on combining classical methods with e-learning

Cilj: Cilj ovog istraživanja je procijeniti stavove studenata medicine, dentalne medicine i farmacije Medicinskog fakulteta Sveučilišta u Splitu o kombiniranju klasičnih metoda sa online metodama podučavanja. Materijali i metode: U ovom radu napravljeno je transverzalno istraživanje, metodom upitnika. Upitnik je u bio u potpunosti anoniman, kreiran u Google Docs programu te u online verziji poslan studentskim predstavnicima tijekom perioda od tri mjeseca, od travnja do lipnja. U istraživanju je sudjelovalo 250 studenata. Studentima je naveden cilj istraživanja, te su traženi opći podaci, informacije o dosadašnjem korištenju online opcija za učenje i podučavanje, a u drugom dijelu studenti su izražavali svoje stavove o e-učenju, tradicionalnom i hibridnom modelu. Podaci su obrađeni u programima Microsoft Office Excel 2016 i JASP 0.9.2.0. Napravljena je deskriptivna analiza uzoraka, a rezultati su prikazani u postocima. Rezultati: U istraživanju je sudjelovalo 250 studenata, od ukupno 908 upisanih (27.5%). Tri četvrtine studenata smatra da su bez problema došli do online materijala potrebnih za učenje. Preko dvije trećine ispitanih studenata smatra da su online platforme jednostavne za korištenje. Međutim, preko 80% studenata farmacije i dvije trećine svih ispitanih studenata smatra da online materijali zahtijevaju više vremena za razumijevanje. Gotovo 60% studenata dentalne medicine smatra da su profesori poticali diskusiju između studenata, a s ovom tvrdnjom se ne slaže čak 47% svih ispitanih studenata. Nešto više od trećine studenata u našoj anketi i čak 42.2% studenata medicine smatra da je pomoć od strane njihovih profesora bila nedovoljna. Studenti prve i šeste godine iskazali su navjeće zadovoljstvo angažmanom svojih profesora. Gotovo 40% studenata smatra da mješovito učenje produbljuje njihov interes za predmete, a najmanje, četvrtina studenata farmacije. Međutim, postotak studenata koji se slažu s navedenom tvrdnjom značajno se povećava od prve do apsolventske godine. S tvrdnjom se složilo gotovo 70% studenata šeste godine. Od ukupnog broja ispitanih studenata njih 17% mješovito učenje smatra gubitkom vremena i to najviše, odnosno petina studenata prve i četvrte godine, dok istu tvrdnju podržava tek 3% studenata šeste godine. Zaključak: Više od polovice studenata smatra da bi mješovito učenje bilo najefikasnije za većinu pretkliničkih predmeta kad bi udio e-učenja iznosio 30% ili više. Iako smatraju da je mješovito učenje koristan način učenja, studenti ne misle da učenje preko Moodle platforme može u potpunosti zamijeniti tradicionalni način predavanjObjectives: The aim was to assess the attitudes of medical, dental and pharmacy students at the University of Split School of Medicine toward the use of blended learning; to compare the attitudes of the students in different study programs and in different academic years. Materials and methods: In this study, a transversal survey was conducted using the questionnaire. The questionnaire was fully anonymous, created in Google Docs program, and sent to all student representatives from the April to June 2020. The total number of the students who participated was 250. Inthe questionnaire students were asked for general information and in second part they answered about their attitutes about blended learning. Descriptive sample analysis was performed, and the results are presented in the percentage. Results: The study involved 250 students, out of a total of 908 enrolled (27.5%). Three-quarters of students had no problem accessing the online learning materials. In all the studies at our faculty, students in large number agreed with this statement. Over two-thirds of respondents believe that network platforms are easy to use. However, over 80% of pharmacy students and two-thirds of all respondents find that online materials require more time to be understood. Almost 60% of dental students believe that professors encouraged discussion among students, and as many as 47% of all surveyed students do not agree with this statement. Slightly more than a third of the students in our survey and as many as 42.2% of medical students believe that the help from their professors was insufficient. First and sixth year students expressed their greatest satisfaction with the engagement of their professors. Nearly 40% of students believe that blended learning deepend their interest in the subjects, at least a quarter of pharmacy students. However, the percentage of students who agree with this statement increases significantly from the first to the final years. Almost 70% of sixth-year students agreed with the statement. Seventeen percent of students consider that blended learning is waste of time; mostly, one-fifth, of first and fourth year students and only 3% of sixth year students. Conclusion: More than half of students believe that blended learning would be most effective for most preclinical subjects if the share of e-learning was 30% or more. Although it is thought that blended learning is a useful way of learning, students consider that learning through Moodle platform cannot fully replace traditional way of teaching