Published date:Mar 24 2025

Journal Title: Dubai Medical Journal

Issue title: Dubai Medical Journal (DMJ): Volume 8, Issue 1

Pages:73 - 83

DOI: 10.18502/dmj.v8i1.18316

Bandar T. AleneziDepartment of Pharmacology, Faculty of Medicine, Northern Border University, Arar

Elhassan Hussein EltomDepartment of Pharmacology, Faculty of Medicine, Northern Border University, Arar

Muhammad JanDepartment of Pharmacology, Faculty of Medicine, Northern Border University, Arar

Samah Gaafar AlshygiDepartment of Pharmacology, Faculty of Medicine, Northern Border University, Arar

Rahma HamayunDepartment of Pharmacology, Faculty of Medicine, Northern Border University, Arar

Syed Sajid ShahDepartment of Pathology, Faculty of Medicine, Northern Border University, Arar

Ekramy ElmorsyEkramy.elmorsy@nbu.edu.saDepartment of Pathology, Faculty of Medicine, Northern Border University, Arar

Objective: The current study was conducted to evaluate students’ feedback on the virtual pharmacology classes among the second-year students in Faculty of Medicine, Northern Border University, Saudi Arabia.

Materials and Methods: The study was conducted through distribution of a structured self-administered questionnaire of three sections covering satisfaction of participants regarding the virtual pharmacology classes, their effect on students’ performance, and the attitude of students toward the virtual classes.

Results: A total of 152 responses were enrolled in the study. The number of female and male participants were 78 (51.3%) and 74 (48.7%), respectively. The overall answers of the respondents were satisfactory for the different sections with an overall average score of 3.4 (ranging from 3.3 to 3.47). Paired t-test revealed a statistically significant difference between male and female responses (p<0.0001). Male participants showed higher levels of satisfaction in all questions with an average response of 3.7 while the female participants showed an average satisfaction level of 3.1. Male participants were significantly more satisfied about convenience aspect of the practical classes (p=0.0052) with clearer results (p=0.0094), time saving (p=0.045), and better class organization (p=0.033). Also, male participants reported significantly higher satisfaction levels regarding the effect of virtual classes on their topic understanding (p=0.025), exam grades (p=0.0007), and improvement of thinking abilities (p=0.0058). Also, both questions of attitude showed that male participants significantly had a better attitude toward virtual classes.

Conclusion: The current data revealed satisfactory levels of satisfaction among students attending virtual pharmacology classes with their belief that these classes improved achievement of learning outcomes and a positive attitude toward having more virtual classes.

Keywords: learning process, pharmacology, virtual laboratory, medical students, student centered learning

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