Efat, E., Fouad, S., AlKhadragy, R., Ghaly, M. (2025). Stakeholders' Needs Assessment for an Online Module at the Faculty of Medicine, Suez Canal University. Suez Canal University Medical Journal, 28(4), 10-19. doi: 10.21608/scumj.2025.432148
Erini Efat; Sally Fouad; Rania AlKhadragy; Mona Ghaly. "Stakeholders' Needs Assessment for an Online Module at the Faculty of Medicine, Suez Canal University". Suez Canal University Medical Journal, 28, 4, 2025, 10-19. doi: 10.21608/scumj.2025.432148
Efat, E., Fouad, S., AlKhadragy, R., Ghaly, M. (2025). 'Stakeholders' Needs Assessment for an Online Module at the Faculty of Medicine, Suez Canal University', Suez Canal University Medical Journal, 28(4), pp. 10-19. doi: 10.21608/scumj.2025.432148
Efat, E., Fouad, S., AlKhadragy, R., Ghaly, M. Stakeholders' Needs Assessment for an Online Module at the Faculty of Medicine, Suez Canal University. Suez Canal University Medical Journal, 2025; 28(4): 10-19. doi: 10.21608/scumj.2025.432148
Stakeholders' Needs Assessment for an Online Module at the Faculty of Medicine, Suez Canal University
2Department of Physical Medicine, Rheumatology and Rehabilitation, Faculty of Medicine, Suez Canal University, Ismailia, Egypt.
Abstract
Background: Following the outbreak of COVID-19 in late 2019 and early 2020, universities faced a new challenge: transitioning from traditional in-person education to online learning. Methods: A mixed-methods research design (both qualitative and quantitative data) was used. A convenience sample was taken from students in each academic year and Medical Education experts at, the Faculty of Medicine, Suez Canal University. Results: The needs assessment results showed that ninety-three (93%) of participants used computers. Among those who used a computer, 20% used it for entertainment, 61% for study, and 11% for general use Moreover, 48% of students stated that they prefer to study by E-learning while 52% prefer face-to-face teaching which indicates that blended learning will be the best choice. A focus group discussion was conducted about the difference between planning undergraduate and postgraduate e-learning experiences with medical education experts. This focus group concluded that undergraduates benefit from more structured guidance and resources. Moreover, undergraduate modules have more exams and module work, multiple formative assessments, feedback, and definitive milestones alongside considering offering undergraduates more interactive and discussion-based elements to engage them effectively with frequent feedback and guidance. Conclusions: The study highlighted the importance and the results of the stakeholders' needs assessment for E-learning during the COVID-19 pandemic, taking into consideration the importance of discussion, feedback, and mentoring to engage the students effectively for better outcomes
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