DefinePK

Abstract

Objective: The COVID-19 pandemic prompted an abrupt shift from traditional in-person medical education to online learning, significantly affecting students’ academic performance, engagement, and mental health. This study evaluates these impacts among first-year medical students at Jouf University College of Medicine, Saudi Arabia.
Methods: A cross-sectional study was conducted in two phases. Phase 1 analyzed institutional academic records to compare the performance of pre-pandemic (2019/2020) and COVID-19 (2020/2021) cohorts across six courses. Phase 2 utilized an online survey to assess students’ perceptions of online learning, academic challenges, and mental health support.
Results: A significant decline in academic performance was observed in two courses. One course experienced an increase in failure rates from 11.8% to 46.4% (p < 0.001), while another showed a reduction in A and A+ grades (p = 0.002). Both courses required higher cognitive skills and hands-on training. Survey results revealed that 62.5% of students reported worsened exam performance, 56.3% experienced decreased engagement, and 50% felt unprepared for future assessments. Additionally, 41.7% reported increased psychological distress, and 39.6% expressed dissatisfaction with institutional mental health support.
Conclusion: The findings underscore the need for blended learning models that integrate online instruction with hands-on experiences, enhanced faculty engagement, and improved mental health resources to support students in medical education.