Student Self-Assessment of Non-Face-to-Face Classes in the Context of COVID-19 Across Medical Schools in South Korea

Objectives This study aims to provide a foundation for designing effective non-face-to-face classes and improving the environment by investigating how medical school students evaluate their learning participation in non-face-to-face class situations, their desired class type, and the role of professors. Methods For this purpose, an online survey was conducted targeting medical students nationwide, and response data from 1,052 first and second year pre-medical students and first and second year medical students were analyzed. Three-way ANOVA, One-way ANOVA, t-test, and χ2-test were performed to test differences between grades, gender, and university location. Results First, concentration in non-face-to-face classes and whether non-face-to-face classes were combined with other work differed depending on the grade, and understanding of non-face-to-face classes differed depending on grade, gender, and region. Second, students experienced the most difficulties due to lack of sense of belonging due to non-face-to-face classes, and said that the professor's role as a knowledge transmitter was most necessary. Third, after the end of the full non-face-to-face class format, the method of providing recorded videos after face-to-face classes was most preferred. Conclusions The results of this study are significant in that they suggest points to consider when designing and improving non-face-to-face classes for students at all medical schools across the country.