Synchronized online classes were well-accepted by the medical students. Most of the preclinical students preferred online learning for the upcoming academic years. The online modality was well-received, and all participants agreed that online sessions were time saving and that their performance was improved due to enhanced utility of time however, they indicated that they encountered some challenges, including methodological, content perception, technical, and behavioral challenges during sessions and online exams. ResultsĪ thematic content analysis yielded four core themes: (1) educational impact, (2) time management, (3) challenges encountered, and (4) preferences for the future. ![]() All interviews were recorded, transcribed verbatim, and analyzed for thematic contents using the standard (Mayring, Kiger. Overall, 60 medical students were recruited using a maximum variation sampling technique these students then participated in eight focus group discussions. ![]() MethodsĪ qualitative study was conducted using virtual focus group discussions synchronously with the help of a discussion guide consisting of seven open-ended questions. Within this context, the present study aimed to explore undergraduate medical students’ perceptions regarding the effectiveness of synchronized online learning at Unaizah College of Medicine and Medical Sciences, Qassim University, Saudi Arabia. The closure of educational activities in the Kingdom of Saudi Arabia due to the ongoing COVID-19 pandemic resulted in an unplanned shift from traditional learning to a setup that exclusively involves digital teaching and learning.
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