Skip to main page content
U.S. flag

An official website of the United States government

Dot gov

The .gov means it’s official.
Federal government websites often end in .gov or .mil. Before sharing sensitive information, make sure you’re on a federal government site.

Https

The site is secure.
The https:// ensures that you are connecting to the official website and that any information you provide is encrypted and transmitted securely.

Access keys NCBI Homepage MyNCBI Homepage Main Content Main Navigation
. 2025 May 14;25(1):706.
doi: 10.1186/s12909-025-07228-1.

Sudanese medical students' satisfaction with online learning and its association with their psychological distress: a cross-sectional study

Muhannad Bushra Masaad Ahmed  1 , Ahmed Balla M Ahmed  2 , Moram Elfadel Abdelrhaman Gasmalha  3 , Olla Zuhair Elamin Abdalla  3 , Safinat Hassan Mohammed Ahmed  3 , Blsam Abdelmoneam Ahmed Mohammed  3 , Rabaa Alamein Omer Ebrahim  3 , Maab Hisham Saeed Abdeen  3 , Esraa Obeid Mohammed Babiker  3 , Tasneem Abdelgader Abdelrhman Ahmed  3 , Alkhansa Ahmed Osman Ahmed  4 , Doaa Salaheldin Mohamed Ahmed  5 , Muhammad Mubashir  6 , Sohaib Mohammed Mokhtar Ahmed  1
Affiliations

Sudanese medical students' satisfaction with online learning and its association with their psychological distress: a cross-sectional study

Muhannad Bushra Masaad Ahmed et al. BMC Med Educ. .

Abstract

Background: Online learning has emerged as an alternative to continuing higher education during the ongoing conflict in Sudan. Despite its numerous benefits, online learning is often associated with challenges like stress, anxiety, and depression. Satisfaction plays a pivotal role in shaping students' perceptions of online education quality and their mental well-being, especially under adverse conditions like conflict. Hence, this study aimed to evaluate the satisfaction of Sudanese medical students with online learning and its association with psychological distress issues, including anxiety, depression, and stress, during the current Sudan war.

Methods: A cross-sectional study was conducted among Sudanese medical students who transitioned to online learning during the conflict. Satisfaction with online learning was assessed using a validated questionnaire consisting of eight dimensions, while depression symptoms were measured with the Patient Health Questionnaire-9, anxiety with the Generalized Anxiety Disorder-7, and perceived stress with the Perceived Stress Scale-10. Associations between demographic factors and key outcomes were analyzed using independent t-tests, chi-square tests, and one-way ANOVA, with statistical significance set at p < 0.05.

Results: Among the 1,891 medical students surveyed, the mean satisfaction score for online learning was 26.2 out of 40. Mild to moderate depression was reported by 59.4% of students, while 62% experienced mild to moderate anxiety, and 21% reported high stress levels. Lower satisfaction was significantly associated with higher levels of depression, anxiety, and stress (all p < 0.001).

Conclusion: Sudanese medical students reported positive satisfaction with online learning during the conflict, yet this was accompanied by high levels of depression, anxiety, and stress. These findings highlight the need for integrated mental health support and improved digital access to enhance online education. Addressing these challenges is essential to ensuring student well-being and sustaining quality education in conflict settings. Further research across different settings can help develop more effective interventions.

Keywords: Anxiety; Depression; Online learning; Stress; Students' satisfaction; Sudan; War.

PubMed Disclaimer

Conflict of interest statement

Declarations. Ethics approval and consent to participate: Ethical approval was granted by the Medical Research Ethics Committee of Gadarif University (Approval No.: GU/FM/REC/Q3.11.24.4). The study adhered to the ethical principles outlined in the Declaration of Helsinki, ensuring respect for participants’ rights and dignity. The findings and methodology of this study were meticulously reported in the manuscript in accordance with the STROBE (Strengthening the Reporting of Observational Studies in Epidemiology) guidelines. Informed written consent was then acquired from every participant after thoroughly explaining the research purpose, with the option to withdraw from the study at any time. Consent for publication: Not applicable. Competing interests: The authors declare no competing interests.

Figures

Fig. 1
Fig. 1
Average satisfaction ratings of various aspects of online learning among medical students
See this image and copyright information in PMC

Similar articles

See all similar articles

References

    1. Salha S, Tlili A, Shehata B, Zhang X, Endris A, Khalid A, et al. How to maintain education during wars?? An integrative approach to ensure the right to education. Open Praxis. 2024;16(2):160–79.
    1. Swerdloff M. Online Learning - an overview| ScienceDirect Topics [Internet]. www.sciencedirect.com.2016. Available from: https://www.sciencedirect.com/topics/psychology/online-learning
    1. Xu T, Xue L. Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: evidence from a meta-analysis. Front Psychol. 2023;14. - PMC - PubMed
    1. Sabir M. Challenges of online medical education in Khartoum Sudan during COVID-19 pandemic 2021. Annals Adv Biomedical Sci. 2023;6(1).
    1. Johnson IE, Ofoegbu T, Asogwa U, Offiong AEA, Eteng IJ, Abanyam VA et al. Comparing the Academic Achievement of Students Taught Educational Technology with Doodly-designed Multimedia Instructions in Classroom and Online Learning Environments [Internet]. Ianna Journal of Interdisciplinary Studies. 2024. Available from: 10.5281/zenodo.12189075

LinkOut - more resources