Burcu KÜÇÜK BİÇER, Işıl İrem BUDAKOĞLU, Özlem ÇOŞKUN, Yavuz Selim KIYAK
Academic Journal of Health - 2026;4(1):1-11
Introduction: The COVID-19 pandemic compelled educational institutions worldwide to transition abruptly from traditional face-to-face instruction to remote learning environments. This sudden shift posed particular challenges for medical education, where both theoretical instruction and hands-on clinical practice are essential. Objective: This study aims to evaluate the readiness levels and attitudes of medical faculty members and students regarding educational technologies implemented during the pandemic. Methods: A cross-sectional survey was conducted at Gazi University Faculty of Medicine involving 635 students and 107 academic staff. Data were collected using validated instruments: the Online Learning Readiness Scale for students and an E-learning Readiness and Attitude Scale for faculty members. Quantitative analyses included descriptive statistics, chi-square tests, independent-samples t-tests, and ANOVA; effect sizes and 95% confidence intervals were reported where applicable. Results: A total of 635 students and 107 faculty members participated, corresponding to response rates of 28.0% and 47.8%, respectively. Attitude scores toward distance education were similar between students and faculty (61.34 +/- 7.6 vs 61.53 +/- 7.7; mean difference -0.19, 95% CI -1.76 to 1.38; p=0.158). Among students, the mean self-directed learning score was 12.95 +/- 4.5, while motivation-related dimensions were comparatively lower. Nearly half of the students (49.0%) and 29.9% of faculty members reported that distance education did not achieve its intended purpose. Conclusion: These findings suggest that digital infrastructure alone is insufficient to ensure the effectiveness of distance education in medical training. Motivation, pedagogical support, and structured faculty development programs are necessary to improve engagement and learning outcomes. The study highlights the need for blended learning models that integrate synchronous and asynchronous elements with face-to-face clinical components. Aligning technology-enhanced learning strategies with medical curriculum demands will be essential in improving the resilience and quality of medical education in future crises.
