Abstract
The aim of this study was to evaluate student satisfaction with the online learning process. Materials and methods. 160 third-year students of the «General Medicine» program at the International Medical Faculty of the Medical University in Karaganda participated in the study. The study assessed student satisfaction with teaching, evaluation, skills development, and knowledge acquired after studying the «Biostatistics in Medicine» discipline in an online format. The «Measuring Student satisfaction from the Student Outcomes Survey» questionnaire was used to evaluate student satisfaction with the learning process. Results and discussion. Overall, 79 % of the students who participated in the study were satisfied with the online learning process. However, about 30 % of students either doubted or disagreed with the statement that the teacher engaged and interested them during the discipline lectures. The same number of students were dissatisfied with the time intervals for knowledge and skills assessment. Conclusion. The results showed that the forced transition to online learning did not significantly affect student satisfaction with teaching, evaluation, skills development, and knowledge acquisition processes. Implications. To achieve high-quality learning outcomes and improve student satisfaction with the learning process, it is necessary to review and adjust teaching and assessment methods according to the mode of learning (online or offline).