The Allure and Pitfalls of Virtual Medical Education: A Study Reveals Student Disengagement
A recent study from the University of medical Sciences of tehran highlights a concerning trend in hybrid medical education: while offering flexibility and convenience, online learning can lead to student disengagement and potential learning gaps. The research, published in BMC Medical Education, examined an internal medicine course incorporating both online sessions and hospital practices.
The course, designed as a supplement to traditional face-to-face instruction with debates, clinical cases, and workshops, involved 89 medical students and 12 teachers over a four-month period with 60 online sessions. Participants completed surveys detailing their experiences.Students praised the ”flexibility of schedules” and “easier access to teachers,” alongside the quality of the platform and instructors. Teachers noted the ability to “cover a wide range of topics” more easily and reduce travel time. Overall satisfaction was high, but the study uncovered a critically important downside.
Researchers found that the very flexibility of the online format encouraged some students to prioritize personal commitments over coursework. several students admitted to skipping live sessions due to “inappropriate schedule of personal sessions and concerns,” while others found classes “too long” or “unattractive.” Professors reported “inactive participants” and “difficulties with communication,” noting that many students attended sessions with their cameras turned off, creating the feeling of “ability to an empty auditorium.”
Attendance rates in many sessions fell as low as 75 percent, and the availability of recorded sessions further incentivized procrastination, with students opting to “leave the class for another moment.” The study emphasizes that “the lack of visual contact and social pressure in the classroom reduces student commitment.” crucially, the researchers underscore that clinical skills cannot be adequately developed solely through a screen, stating that online learning is “useful and complementary, but does not replace the essential face-to-face components for practical training.”
To address this digital absenteeism, the study proposes several solutions: adjusting class schedules, incorporating more dynamic activities to reinforce participation, and formally recognizing the increased workload for teachers preparing high-quality digital materials. More rigorous monitoring of student attendance is also recommended.
The study concludes that while hybrid teaching represents a valuable tool, clear guidelines are necessary to prevent the convenience of online learning from compromising the quality of medical education.
