Implementation of Online Teaching in Medical Education: Lessons Learned from Students’ Perspectives during the Health Crisis in Marrakesh, Morocco

Table 4

Factors associated with the distance learning satisfaction among the students.

		Satisfaction
		Not very satisfied or not satisfied n (%)	Satisfied to very satisfied n (%)
Gender
	Woman	16 (21.1)	60 (78.9)	0.037
	Man	14 (40.0)	21 (60.0)
Study cycle
	1^st cycle	23 (46.0)	27 (54.0)	<0.0001
	2^nd cycle	07 (11.5)	54 (88.5)
Utilization of the ICT for medical education before
	Yes	13 (17.8)	60 (82.2)	0.002
	No	17 (44.7)	21 (55.3)
Attending face-to-face class before
	Yes	25 (34.2)	48 (65.8)	0.018
	No	05 (13.2)	33 (86.8)
Use of the platform before
	Yes	01 (05.6)	17 (94.4)	0.039
	No	29 (31.2)	64 (68.8)
Having a computer or a laptop to attend the class
	Yes	16 (17.6)	75 (82.4)	<0.0001
	No	14 (70.0)	06 (30.0)
Good quality Internet access
	Yes	12 (14.6)	70 (85.4)	<0.0001
	No	18 (62.1)	11 (37.9)
First e-learning experience
	Yes	23 (26.1)	65 (73.9)	0.679
	No	07 (30.4)	16 (69.6)
Lectures’ comprehension and assimilation
	Yes	08 (09.0)	81 (91.0)	<0.0001
	No	22 (100.0)	00 (00.0)
Courses’ interactivity (means ± SD)
		3.0 ± 3.9	8.1 ± 7.4	<0.0001
Education improvement
	Yes	03 (04.1)	71 (95.9)	<0.0001
	No	27 (73.0)	10 (27.0)
Encountering difficulties
	Yes	30 (32.6)	62 (67.4)	0.004
	No	00 (00.0)	19 (100.0)
Technical difficulties
	Yes	14 (42.4)	19 (57.6)	0.018
	No	16 (20.5)	62 (79.5)
Support and technical assistance
	Yes	14 (17.1)	68 (82.9)	0.0001
	No	16 (55.2)	13 (44.8)
Learning support by the faculty/teachers
	Yes	04 (05.5)	69 (94.5)	<0.0001
	No	26 (68.4)	12 (31.6)

SD: Standard Deviation. Fisher’s exact test. T-test.