Explaining the Virtual Medical Education Process of the Students of Shiraz University of Medical Sciences in the COVID-19 Crisis: A Grounded Theory

The COVID-19 pandemic led to changes in the medical education process. The aim of this study was to explain the process of virtual medical education during the COVID-19 pandemic.

The present qualitative study with a grounded theory approach was conducted on 40 medical students of Shiraz University of Medical Sciences. Data were collected using in-depth semi-structured interviews and focus groups. Purposeful and theoretical sampling methods were used. Data analysis was conducted by Strauss and Corbin’s approach in 2015. 

The findings showed that at the beginning of the COVID-19 pandemic, medical students were faced with insufficient virtual education infrastructure. The challenges of poor time management and lack of management of resources and facilities were reported in the virtual medical education process. During the COVID-19 pandemic, no need for physical presence inthe academic environment, and always educational content was virtual medical education opportunities. During the virtual medical education process, students used strategies such as developing self-directed virtual learning, effective virtual student-teacher communication, teaching management, and e-learning development. Finally, e-learning was associated with consequences such as physical and mental complications and effects, familiarity with new methods of e-learning, efficient and effective learning of theoretical courses, the gap between theory and practice, and change in the type of interaction. 

Medical students in the virtual education process were faced with insufficient educational infrastructure, the challenge of poor time management, and a lack of resources and facilities management. Medical students using opportunities and strategies such as the development of e-learning and education management tried to increase their learning.