In this present time, students are already forced to undergo a shift from campus learning

to online learning due to the continuous spike of COVID-19 cases in the Philippines. With the
given situation, students and instructors were not technically ready as this online setting has
highly needed prerequisites that are not really affordable and favorable by most students
especially for the marginalized. Furthermore, it is also evident that the virtual setting contains
extensive barriers that discourages most of students’ ability to learn. To narrow down this
narrative, this paper will mainly focus on undergraduate medical students in the midst of the
pandemic as I have observed they are the ones who are highly affected of this matter.

The global epidemic has impacted undergraduate medical programs of all universities that really
tested medical students’ capacity to learn. On the beginning of 2020, we have witnessed how
global scientific institutions were determined to pursue in finding an effective cure for this
disease, yet no one had been able to produce such cure which forced medical institutions in the
Philippines to cease classroom activities and withdraw students from actual clinical practices. It
was inaugurated in order to ensure the safety of medical instructors and students and also to
avoid direct contact transmission of the said disease (Belgica et al,. 2020). In order to ensure the
long-lasting viability of medical education in our country, medical schools were imposed to shift
to online learning as their principal mode of teaching delivery. Due to the sudden shift of
learning mode, medical instructors were advised to immediately innovate and design medical
practices that may be applied on an online setting or also at their respective homes. In spite of
that, we are all already informed that students have different learning environments especially
those who live in provinces which makes it even harder for most of them to adjust. There are
several studies that highly justified the suffering of medical students during this predicament.
Based on Baticulon’s study, out of 3,670 medical students, only 1,505 students were confirmed
to be capable of virtual learning. Only 79% of them uses postpaid internet while 19% uses
mobile data, the statistics also highlighted the availability of a stable and reliable internet
connection was a greater problem than owning technical devices or technical proficiency
(Baticulon et., 2021). The respondents also argued that they allocate 8 hours per week for them
to self-study their modules due to the educators’ ineffective teaching methods. One example is
that instead of delivering a lecture, some lecturers just distributes their syllabus with no vocal
narration. Moreover, several instructors were also not proficient with the use of technical devices
and majority of them does not own stable internet connections.

Medical students complained about their institutions' readiness to move to online setting. They
complained about the lack of rules, unjust policies, disorganized class scheduling, poor teaching
materials, inefficient teaching tactics, and burdensome class obligations (Baticulon et., 2021).
Communication also needs to be prioritized and improved. Students already complained that
their opinions were not being heard, and they bemoaned the school administration's failure to
take adequate action in response to student comments on the conduct of online learning. They
also expressed a need to engage with colleagues with whom they might share thoughts,
resources, and perspectives.

To further conclude, without establishing a proper action, impediments to online learning would
have an impact not only to future physicians and doctors’ education and training but also to the
nation's healthcare delivery system may be jeopardized. Medical schools and educators have an
important role in resolving these problems during the COVID-19 epidemic and beyond by
introducing student-centered interventions. In order to address these concerns, students must be
kept engaged in the online setting, educators must first understand their needs, motivations, and
prior experiences. They must be helped in establishing self-regulated learning skills such as
metacognition, time management, effort regulation and critical thinking in order to attain
academic achievement. Students may be anticipated to adjust and have a more favorable opinion
of online education as they get more experienced with online learning modes.

REFERENCES:

Baticulon, R.E., Sy, J.J., Alberto, N.R.I. et al. Barriers to Online Learning in the Time of
COVID-19: A National Survey of Medical Students in the Philippines. Med.Sci.Educ. 31, 615–
626 (2021). https://doi.org/10.1007/s40670-021-01231-z

Belgica, C., Calugan, J. A., Dumo, J., & Simber, L. (2020, December 18). Online Distance
Learning: Thematic Study on the Challenges Faced By Educare College Inc. Primary Pupils.
https://www.dpublication.com/wp-content/uploads/2020/12/30-10340.pdf