Experience of Distance Learning of Medical Science Disciplines as a Result of the Global Pandemic COVID-19 in Ukraine and South Africa

Aim: This study discusses the historical background of distance learning and its pros and cons from the perspective of students and teachers. This study aimed to conduct a comparison of the effectiveness of distance learning during the quarantine period at Kharkiv National Medical University (KNMU), and the national lockdown at the University of Cape Town (UCT). Material and Methods: A survey was used to investigate student’s perspectives about distance education. An online survey consisting of 19 questions was conducted on Google Forms platform among 395 students at KNMU and among 124 students of UCT obtained from Vula site statistics. Individuals’ learning progress during histological and anatomical classes using different methods such as virtual aggregators of slides and 3D programs were also observed. Results: At KNMU, most students (72.2%, n=285) agreed that the main advantages of distance education were the extra time they had to prepare for classes and revise study materials whereas the major challenge they faced while having distance education was the lack of clinical approach to patients (69.1%, n=273). At UCT, students found that the most helpful aspect of distance learning was pre-recorded lecture videos (66.9%, n=83). Conclusion: The pandemic has shown that distance learning is possible, but the question remains: has it proved to be efficient, and is it an inseparable part of the education system today? The role of distance education in the twenty-first century can be summarized as distance education programs catching huge popularity in the educational world with having and spreading discussable sides.