Assessment of the Effectiveness of Distance Learning During the Sudanese War for Medical Students at Napata College, Sudan, 2026

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dc.contributor.authorFadwa Kheder Ahmed Mahmoud
dc.contributor.authorSafaa Mohamed Abdelmutalib Ahmed
dc.contributor.authorDonya Ibrahim Taha Osman
dc.date.accessioned2026-09-22T11:43:22Z
dc.date.available2026-09-22T11:43:22Z
dc.date.issued2026
dc.descriptionNapata College
dc.description.abstractBackground: The current logistical problems caused by the Sudan conflict have forced medical educators to explore the possibility of implementing online educational methods. There are concerns that the shift to online education in medical colleges could affect the long-term educational outcomes of future medical professionals. Furthermore, the effectiveness of this educational approach has not been thoroughly investigated and evaluated. Online education has several benefits for medical education. However, several challenges and barriers still exist. The aim of this study was to evaluate the effectiveness of distance learning for medical students of Napata College in Sudan during the war in 2026. Method: An observational descriptive cross-sectional facility –based study was conducted in January 2026. A total of 193 medical students participated in this study from Napata College, Sudan. Data was collected using online self-administered questionnaires using Google forms. The data was entered and analyzed using SPSS version 27. Results: A total of 193 medical students participated in this study, of which females (56%) were more than males (44%), and the most common age group was found to be 20-22 years (39.9%). The most common academic year was second year (23.8%), and the majority (64.8%) were located outside Sudan. The overall effectiveness of distance learningwas found to be low among the majority of students (58.5%), followed by moderate (38.3%), and then high (3.1%). While the overall clinical and practical trainingwas found to be inadequate among the majority of students (88.1%), followed by moderate (11.4%). Lack of practical training (66.8%), psychological stress due to war (58%), and poor internet connection (55.4%) were the main challenges faced by students. The majority (92.7%) reported high studying stress levels during the war. Furthermore, (39.4%) reported that their academic performance has become slightly worse compared to before the war. Regarding the overall satisfaction of distance learning, (61.6%) were dissatisfied, while only (14%) were satisfied. Furthermore, (45.1%) of students do not believe that distance learning is suitable for medical education in emergencies, while (33.2%) do. No significant association was found between overall effectiveness of distance learningand demographic characteristics of medical students (p-value > 0.05). Conclusion: The findings of this study demonstrated that distance learning at Napata College during the Sudanese war was an important emergency approach to provide theoretical education, but was rated overall as being of low effectiveness by most students. Clinical and practical training was especially poor, which emphasizes the limitations of online medical education. Despite that online education ensured that education was not disrupted, it is not and cannot replace comprehensive clinical training. Key words: Distance learning, Medical students, War (armed conflict), Academic performance, Clinical training
dc.identifier.urihttp://dspace.napata.edu.sd/handle/123456789/431
dc.language.isoen
dc.publisherNapata College
dc.titleAssessment of the Effectiveness of Distance Learning During the Sudanese War for Medical Students at Napata College, Sudan, 2026
dc.typeThesis
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