Chiropractic students' perception of remote learning during the COVID-19 pandemic

Objective: To investigate chiropractic students' preferences and perceptions of remote learning with a secondary aim of comparing individuals with and without learning challenges. Methods: Following the mandatory period of remote education, a 33 -question, mixed -methods, anonymous online survey was distributed from March to September 2021 to a single -campus chiropractic student body with an estimated sample study population of N = 1375. Demographic variables, self -reported learning challenges, technology skills, and perceptions of remote and on -ground learning delivery modalities were gathered. Percentages, measures of central tendency, and chi-square tests were performed on the data. Results: There were 117 participants (8.5%), of whom 63.2% were female (n = 74) and 87.2% (n = 102) were aged 18-34 years. Self -identified learning challenges were present in 33.3% (n = 39) of participants, of whom 28 stated they had attention-deficit/hyperactivity disorder or attention -deficit disorder. More than 85.5% (n = 100) of participants agreed they were proficient with the necessary technology. For basic science classes with a lecture and lab component, 61.5% (n = 72) preferred on -ground labs and remote lectures. Participants agreed that remote lectures and on -ground labs were a good use of time (75.2% [n = 88] and 79.5% [n = 93], respectively). There was a significant v2 between individuals with and without learning challenges for the perception of "stimulating and interesting" (p = .044) and "attention" (p = .001) for on -ground lectures. Conclusion: Chiropractic students preferred remote and on -ground education differentially for labs and lectures. On -ground labs provided greater perceived educational benefits; perceived benefits of remote lecture courses were only modestly supported. Students with self -identified learning challenges presented with some differences related to perception of on -ground lectures.