E-Learning in Medical Education: Unveiling Students’ Perspectives and Key Interactive Predictors of Success at an Iranian University

Lakala, Parvin; Barzegar, Marziyeh; Boushehri, Elham

doi:10.22062/sdme.2026.201731.1653

E-Learning in Medical Education: Unveiling Students’ Perspectives and Key Interactive Predictors of Success at an Iranian University

Document Type : Original Article

Authors

Parvin Lakala ¹

Marziyeh Barzegar ²

Elham Boushehri ²

¹ Department of Health and Medical Service Management, Faculty of Health, Hormozgan University of Medical Sciences, Bandar Abbas, Iran

² Department of Medical Education, Faculty of Medicine School, Hormozgan University of Medical Sciences, Bandar Abbas, Iran

10.22062/sdme.2026.201731.1653

Abstract

Background: The pedagogical potential of interactive e-learning is significant, yet numerous challenges remain.
Objectives: This study explored students’ experiences of e-learning challenges at Hormozgan University of Medical Sciences (HUMS) while also identifying independent predictors of these challenges.
Methods: A descriptive-analytical study was undertaken online in 2023. A total of 162 HUMS students completed a questionnaire comprising demographic information, interactive techniques, and common e-learning challenges. The instrument’s validity was established through expert review (CVI=0.92, CVR=0.89) and exploratory factor analysis, whereas reliability was confirmed using Cronbach’s alpha (α=0.88). Voluntary sampling was employed, with participants invited from all faculties to lower the selection bias. Informed consent was obtained electronically. Data were coded and analyzed in SPSS-22 using descriptive statistics and logistic regression to determine independent predictors.
Results: Major e-learning challenges (Mean >3.0 on a 5-point scale) included difficulties with the home learning environment, completing assignments, managing large volumes of content, engaging in practical courses, and adapting to online platforms. Logistic regression indicated that active participation in virtual small groups and peer discussions in virtual forums significantly predicted greater educational exposure, with adjusted odds ratios of 1.68 (95% CI: 1.32–2.13, P = 0.001) and 1.05 (95% CI: 1.03–1.07, P = 0.024), respectively.
Conclusion: Findings suggest that incorporating virtual small groups and forums can enhance students’ learning experiences by ameliorating engagement and exposure to diverse perspectives. In spite of the study’s limitation of relying on self-reported data from a single institution, the results highlight practical strategies for optimizing
e-learning, especially in resource-constrained settings. Future research should involve multi-center cohorts in order to validate these outcomes.

Keywords

Learning

Interactive

Online Education

Perspective

Medical Students

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