Abstract Background The COVID-19 pandemic and subsequent challenges, such as the 2023 conflict in Sudan, have necessitated a shift toward online education in medical schools. While recorded lectures provide flexibility and accessibility, little is known about how medical students perceive this mode of learning. This study explores the perceptions, preferences, and challenges faced by medical students at Alzaiem Alazhari University (AAU) in Sudan regarding recorded lectures. Methods A cross-sectional, descriptive study was conducted among medical students from December 2022 to March 2023. A total of 278 students were randomly sampled, and data were collected via an electronic questionnaire. The data were analyzed using the Statistical Package for the Social Sciences (SPSS) version 28. Frequencies and percentages were calculated, and results were presented in tables and figures. Results The majority of students (60.4%) preferred interactive lectures that included both visual and verbal interaction with instructors. The most recognized platforms for online learning were YouTube (58.9%), Zoom (25.7%), and Google Classroom (15.4%). Students favored shorter recorded lectures, with 43.5% preferring a duration of 30 minutes. Connectivity issues were common, with 63.3% of students reporting problems in more than 50% of their classes. Home distractions also posed a significant challenge, with 68.8% reporting frequent interruptions. Despite these challenges, 67.6% of students preferred to continue with the current schedule of recorded lectures. However, satisfaction varied, with 42.1% expressing a neutral stance and 23.5% reporting dissatisfaction. Conclusions Recorded lectures provide flexibility and accessibility, making them a preferred method of learning for many medical students at AAU. However, challenges such as connectivity issues and home distractions highlight the need for improved infrastructure and support systems. Enhancing engagement through interactive content and addressing systemic barriers can improve the effectiveness of online education. A hybrid model combining online and in-person learning may offer an optimal solution for medical education in resource-constrained settings.
Ahmed et al. (Thu,) studied this question.