Adaptation to e-learning among medical students: a comparison of two Asian countries

Background: Due to the COVID-19 pandemic, universities have shifted to offeringe-learning for their students from traditional face-to-face learning, which continues to varying degrees to date. With the current trend for hybrid learning, learner perceptions and factors contributing to effective e-learning need to be identified to improve the student learning experience in medical schools. The present study aimed to describe medical students’ perceptions ofand readiness for e-learning after the pandemic. The insights gained will enable educators to create mechanisms that can enhance learners’ attitudes and readiness for adopting e-learning platforms for their education. Methods: A self-administered online survey with medical students in the third, fourth and fifth yearsof study in two countries,the Philippines (PH) and Sri Lanka (SL), was conducted. Six hundred fifty-one (651) medical students across four medical schools responded. Descriptive statistics were used to analyze the data. Results: Students from both countries valued e-learning for its time-saving nature (PH: 57%; SL: 79.8%) and relaxed nature of the learning environment (PH: 55.4%; SL: 62.5%). Students from both countries preferred recorded lectures (PH: 63.2%; SL: 52.7%) over live-synchronous lectures. Although students from both countries demonstrated high levels of readiness for self-directed e-learning, Philippine medical students preferred face-to-face lectures over live synchronous or recorded lectures (PH: 295, 63.2%; SL: 97, 52.7%; p<0.01). Filipinos felt that e-learning was more stressful (PH: 293, 62.8%; SL: 29, 15.8%; p<0.001). Most students from both regions faced connectivity issues (PH: 63.5%; SL: 61.4%). Overall, SL medical students reported a more positive attitude toward e-learning (median score: PH: 3 (0.84); SL: 4 (1.00); p<0.05) and felt better adapted to e-learning (PH: 3 (1.03); SL: 4 (1.13); p<0.05) than their Filipino counterparts did. Conclusions: The results revealed that students in the two different countries under study had different perceptions and psychological behaviors toward e-learning despite demonstrating high computer self-efficacy. The study reveals the need for immersive learning experiences regardless of the pedagogical tools used to deliver medical education. The challenges medical students facein engaging in e-learning imply the need for medical educators and administrators to emphasize the effective use of technology for teaching and learning.