How effective is online teaching of physiology modules? perception of Rwandan health sciences students

Abstract

Background

While blended teaching is approved in Rwandan medical education, the perceived effectiveness of online-only delivery for physiology modules remains unclear. This uncertainty limits its continued use. The present study assessed Rwandan health sciences students’ perceptions of the effectiveness of online teaching for physiology modules.

Methods

A total of 528 students from medicine and surgery (n = 300), pharmacy (n = 99), dentistry (n = 89), and clinical psychology (n = 40) programs at the University of Rwanda completed an online questionnaire. Data were analyzed using multivariable logistic regression and non-parametric tests (Mann-Whitney U, Kruskal-Wallis) with corresponding effect sizes.

Results

Female students (adjusted odds ratio (aOR) = 0.64, 95 % CI: 0.43–0.94, p = 0.024) had significantly lower odds of perceiving online teaching as effective, whereas Year 2 students (aOR = 1.63, 95 % CI: 1.05–2.55, p = 0.030) had significantly higher odds of doing so. Experiential factors strongly influenced perceived effectiveness: satisfaction with online teaching (aOR = 35.11, 95 % CI: 6.96–177.11, p < 0.001), high interactivity (aOR = 5.17, 95 % CI: 2.46–10.87, p < 0.001), and regular participation in discussions (aOR = 7.58, 95 % CI: 3.47–16.55, p < 0.001) were associated with positive perceptions. Video conferencing was rated as most helpful for complex concepts (Kruskal-Wallis H (5) = 65.58, p < 0.001). The predictive model (Nagelkerke R² = 0.629) strongly indicated that students perceived online teaching as comparably effective as face-to-face teaching.

Conclusions

Students’ perceptions of online teaching effectiveness are shaped more by interactivity, satisfaction, and active participation than by demographic characteristics. Educators should prioritize interactive, synchronous sessions and foster student engagement to increase acceptance of online physiology teaching in Rwanda.