Exploring Student Satisfaction and Self-Efficacy During Unexpected Shifts to Online Learning at Al-Qunfudhah Medical College, Saudi Arabia: A Comparative Analysis with Traditional In-Person Study

This cross-sectional study at Al-Qunfudhah Medical College explores the impact of unexpected transitions to online teaching on student satisfaction and self-efficacy compared with traditional education. A structured questionnaire distributed via WhatsApp was used to survey 270 students, including both males and females from various academic years, about their experiences with e-learning tools and platforms. Statistical analyses, including descriptive statistics, chi-square tests, and logistic regression, identified key predictors of student satisfaction and self-efficacy in e-learning. The data revealed high satisfaction levels with the online transition, particularly in areas such as the suspension of in-person classes (82.6%), the quality of remote lectures (61.5%), and communication with lecturers (80.8%). However, satisfaction with practical sessions conducted remotely was lower (40.5%). Additionally, the results of our study revealed that 66.9% of the students offered positive opinions regarding their self-efficacy in using the blackboard platform.The difference between genders was obvious, as female students presented greater satisfaction (63.1%) than male students did (36.9%). Additionally, the satisfaction level was significantly related to academic year, not GPA. These data open the door for understanding the effectiveness of virtual leering during unexpected conditioning and for future improvements in online teaching experiences.