Document Type
Article
Department
Biomedical Sciences (East Africa)
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.
AKU Student
no
Publication (Name of Journal)
Current Research in Physiology
DOI
https://doi.org/10.1016/j.crphys.2025.100181
Recommended Citation
Alagbonsi, A. I.,
Gbadamosi, M. A.,
Nemerimana, M.,
Olubiyi, M. V.,
Onaadepo, O.,
Ime, A. U.,
Feyitimi, A. A.,
Mungai, R. W.,
Rutagarama, F.,
Elias, S.
(2026). How effective is online teaching of physiology modules? perception of Rwandan health sciences students. Current Research in Physiology, 9, 1-9.
Available at:
https://ecommons.aku.edu/eastafrica_fhs_mc_biomed/26
Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.