Attitudes, preferences and barriers to E-Learning among open, distance and e-learning (ODeL) orthopaedic medicine students at the Kenya Medical Training College

Abstract

Background: Medical education is undergoing a global shift toward technology-enhanced learning. In KMTC, the Orthopaedics and Trauma Medicine program incorporates the Open, Distance, and e-Learning model. Understanding students’ attitudes, preferences, and barriers to e-learning is critical for optimizing digital strategies and sustaining quality training in resource-limited settings. Objective: This study aimed to assess the attitudes, learning preferences, and barriers to e-learning among ODeL othopaedic students at the Kenya Medical Training College. Methods: A mixed-methods cross-sectional design was used. Quantitative data was used to determine the relationship between variables, while qualitative data contextualized the research problem in a detailed context. The sample consisted of 156 participants drawn through stratified random sampling for the quantitative arm, and 8 FGD participants purposively sampled for the qualitative arm. Quantitative data were collected using a 5-point Likert scale questionnaire, and qualitative data using an interview guide. Data were analyzed using descriptive and inferential statistics for quantitative elements, complemented by thematic analysis for qualitative data. Results: The findings reveal a predominantly positive student attitude towards e-learning (68%), with a significant majority (70%) expressing a clear preference for a blended learning model. Prior e-learning exposure exhibited a statistically significant association with e-learning participation (OR = 3.845, p=0.001), underscoring the importance of early exposure. Critical barriers identified included internet access limitations (60%), insufficient training on e-learning platforms (45%), and the prohibitive cost of internet data bundles (35%). Conclusion: While ODeL orthopaedic students have a positive attitude towards e-learning, they prefer a balanced blended instructional approach. Recommendations: To augment ODeL orthopaedic student attitude and participation in e-learning, early exposure to e-learning should be adopted in a blended learning context. Campus internet strength and coverage should be enhanced as a key enabler for e-learning.