Evaluation of Medical Students' Experience with Technology-Based Learning at the University of Benghazi

Abstract

Technology-based learning (TBL) became of great importance in medical education, especially with the occurrence of the COVID-19 pandemic globally, highlighting its potential while revealing implementation barriers in resource-limited settings. This study examined medical students' experiences and perceptions of TBL and its key barriers to identify obstacles to its implementation at the University of Benghazi. A cross-sectional study was conducted in December 2023 among medical students across all academic levels. Data were gathered using a self-administered questionnaire. Participants were selected using a probability proportional to size sampling. Analysis was performed using descriptive and inferential statistics in SPSS. The study surveyed 586 medical students (mean age 25.3 ± 2.55 years). The sample showed predominance of females (72.5%), with most reporting at least intermediate computer skills and representation from all academic stages, including the internship phase. Overall, digital access was high, with 96.1% reporting continuous internet access and 77.8% using it daily for educational updates, although only about one-third (35.2%) perceived institutional technical support as adequate for TBL. Student satisfaction with TBL was generally favorable, as 64.3% reported high or very high satisfaction, and 61.3% believed that TBL can successfully substitute traditional education, while 92.3% preferred a blended model integrating both approaches. A majority perceived TBL as effective in achieving learning objectives (60.6%), and an even higher proportion regarded it as fundamental for education (83.1%). Nevertheless, many participants reported limitations related to interactivity, motivation, group discussion, and communication with faculty, and highlighted institutional infrastructure and staff technical skills as more prominent barriers than student-related factors. The study shows that TBL is an essential component of modern medical education. Students’ technology skills and access to free online resources were key factors influencing satisfaction and willingness for learning engagement. The majority of participants reported that combining traditional with TBL is the most effective strategy to enhance the educational outcomes while reducing limitations in face-to-face communication skills associated with digital learning methods.