Abstract
OBJECTIVES: We explored medical students' perspectives on and experiences of e-learning in Gaza and proposed relevant policy recommendations. METHODS: We administered an online questionnaire to medical students in Gaza exploring (1) demographics, computer skills, and time spent on e-learning; (2) students' perception and challenges of e-learning; and (3) students' preferences of continuing medical e-learning in the future. Analysis was done using SPSS version 23. RESULTS: Out of 1830 students invited, 470 responded, and 227 of them were basic-level students. More female students responded (58.3%, n = 256). Most participants (n = 413, 87.9%) reported moderate to high computer skills allowing them to access e-learning. Before coronavirus disease-19 (COVID-19), over two-thirds (n = 321, 68.3%) spent 0-3 hours on e-learning. After COVID-19, the majority shifted, and 306 students (65.1%) reported spending at least 7 hours on various e-learning sources. The challenges for clinical-level students were mainly related to lack of practical training in the hospital (n = 196, 80%), followed by lack of interactions with real patients (n = 167, 68.7%). As for basic-level students, a majority (n = 120, 52.8%) reported lack of practical skills (eg, lab skills) as a challenge followed by unreliable internet access (n = 119, 52.4%). Pre-recoded lectures, readily available educational videos were used more than live lectures. Less than a third of all students (n = 147, 31.3%) wanted e-learning in the next term. CONCLUSIONS: Medical students in Gaza don't have a favourable experience with online medical education. There need to be actions to help overcome the challenges faced by students. This requires orchestrated actions by the government, universities, and local and international organizations.