Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching

Introduction: Global pandemic of Novel corona virus (Covid 19) has become a public health emergency with multidimensional effect including education system. World has implemented physical distancing by “lockdown” strategy leading to disruption of normal routines of academic institutions. Medical students are bound to adapt web based online education system however; virtual teaching has both opportunities as well as challenges that needs to be explored for better medical education ahead. Methods: This is an observational cross sectional survey conducted on 9th batch MBBS 4th year students of KIST medical college and teaching hospital. The online survey was done by google form via emails and responses were complied on Microsoft database Excel program. Result: Out of 93 students 88 (95.44%) responded comprising 63.6% female and 36.4% male. Among them 54.5% were from within the valley whereas 45.5% were from outside the valley. 26.1% found virtual teaching was very effective with several opportunities however 58% thought online classes were slightly effective. 65.9% found 45min duration is appropriate per session. Conclusion: During the Covid pandemic, virtual online teaching has been alternative mode for continuity of medical education which can be attended from safe environment of home with proper utilization of time.

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Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

BMJ Open ◽

10.1136/bmjopen-2020-042378 ◽

2020 ◽

Vol 10 (11) ◽

pp. e042378

Author(s):

Samiullah Dost ◽

Aleena Hossain ◽

Mai Shehab ◽

Aida Abdelwahed ◽

Lana Al-Nusair

Keyword(s):

Medical Education ◽

Medical Students ◽

Online Teaching ◽

Medical Schools ◽

Perceived Benefits ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Face To Face ◽

Significant Difference ◽

Learning Platforms

ObjectivesTo investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic.DesignCross-sectional, online national survey.SettingResponses collected online from 4th May 2020 to 11th May 2020 across 40 UK medical schools.ParticipantsMedical students across all years from UK-registered medical schools.Main outcome measuresThe uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic.Results2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance-learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID-19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05). The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76%) and poor internet connection (21.53%).ConclusionsOnline teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team-based/problem-based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID-19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.

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Current Models for Inpatient and Emergency Room Ophthalmology Consultation in U.S. Residency Programs

Journal of Academic Ophthalmology ◽

10.1055/s-0040-1717064 ◽

2020 ◽

Vol 12 (02) ◽

pp. e171-e174

Author(s):

Donna H. Kim ◽

Dongseok Choi ◽

Thomas S. Hwang

Keyword(s):

Emergency Department ◽

Medical Education ◽

Emergency Room ◽

Program Directors ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Direct Supervision ◽

Residency Programs ◽

Residency Program Directors ◽

Competency Assessments

Abstract Objective This article examines models of patient care and supervision for hospital-based ophthalmology consultation in teaching institutions. Design This is a cross-sectional survey. Methods An anonymous survey was distributed to residency program directors at 119 Accreditation Council for Graduated Medical Education accredited U.S. ophthalmology programs in the spring of 2018. Survey questions covered consult volume, rotational schedules of staffing providers, methods of supervision (direct vs. indirect), and utilization of consult-dedicated didactics and resident competency assessments. Results Of the 119 program directors, 48 (41%) completed the survey. Programs most frequently reported receiving 4 to 6 consults per day from the emergency department (27, 55.1%) and 4 to 6 consults per day from inpatient services (26, 53.1%). Forty-seven percent of programs reported that postgraduate year one (PGY-1) or PGY-2 residents on a dedicated consult rotation initially evaluate patients. Supervising faculty backgrounds included neuro-ophthalmology, cornea, comprehensive, or a designated chief of service. Staffing responsibility is typically shared by multiple faculty on a daily or weekly rotation. Direct supervision was provided for fewer of emergency room consults (1–30%) than for inpatient consults (71–99%). The majority of programs reported no dedicated didactics for consultation activities (27, 55.1%) or formal assessment for proficiency (33, 67.4%) prior to the initiation of call-related activities without direct supervision. Billing submission for consults was inconsistent and many consults may go financially uncompensated (18, 36.7%). Conclusion The majority of hospital-based ophthalmic consultation at academic centers is provided by a rotating pool of physicians supervising a lower level resident. Few programs validate increased levels of graduated independence using specific assessments.

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Impact of conflict on medical education: a cross-sectional survey of students and institutions in Iraq

BMJ Open ◽

10.1136/bmjopen-2015-010460 ◽

2016 ◽

Vol 6 (2) ◽

pp. e010460 ◽

Cited By ~ 12

Author(s):

Ashton Barnett-Vanes ◽

Sondus Hassounah ◽

Marwan Shawki ◽

Omar Abdulkadir Ismail ◽

Chi Fung ◽

...

Keyword(s):

Medical Education ◽

Cross Sectional Survey ◽

Cross Sectional

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Online mathematics learning experiences of the colleges of education students in Ghana

Journal of Education and Learning (EduLearn) ◽

10.11591/edulearn.v15i4.20293 ◽

2021 ◽

Vol 15 (4) ◽

pp. 601-610

Author(s):

Isaac Bengre Taley ◽

Farouq Sessah Mensah ◽

Philip Acheampong Adjei

Keyword(s):

Mathematics Teaching ◽

Online Teaching ◽

Internet Use ◽

Mathematics Learning ◽

Learning Experiences ◽

Dominant Mode ◽

Colleges Of Education ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Online Mathematics

The dominant mode of instructional delivery in Ghanaian Colleges of Education has been the conventional face-to-face. However, the second semester of the 2019/2020 academic year teaching had to be done via an emergency remote online teaching mode due to the novel covid-19 pandemic. In a cross-sectional survey, the online mathematics learning experienced of 497 students sampled from three Colleges of education in Ghana were explored using the adapted community of inquiry survey instrument. It was observed from the study that students’ online mathematics learning experiences were low. Further observation showed that while class cohesion and resolution dimensions were absent, teaching presence, exploration, affective expression, and triggering event dimensions of students’ online mathematics learning experiences were present. Additionally, the results showed that the difference in the magnitude of means in gender was partly dependent on the category of internet use before the remote online mathematics teaching was observed in the dimension of lack of class cohesion. Besides, the students were generally indifferent in their learning experiences regarding genders but significantly in terms of their internet use before the remote online mathematics teaching. Based on the results, implications of the state of the college of education (CoE) students’ online mathematics learning experiences and suggestions for improvement have been proposed.

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Exploring the global impact of the COVID-19 pandemic on medical education: an international cross-sectional study of medical learners

Canadian Medical Education Journal ◽

10.36834/cmej.71149 ◽

2021 ◽

Author(s):

Allison Brown ◽

Aliya Kassam ◽

Mike Paget ◽

Kenneth Blades ◽

Megan Mercia ◽

...

Keyword(s):

Medical Education ◽

Medical Training ◽

Well Being ◽

World Health ◽

Future Research ◽

Cross Sectional Survey ◽

Cross Sectional ◽

The World ◽

Geographic Regions ◽

The Impact

Background: The evidence surrounding the impact of COVID-19 on medical learners remains anecdotal and highly speculative despite the anticipated impact and potential consequences of the current pandemic on medical training. The purpose of this study was to explore the extent that COVID-19 initially impacted medical learners around the world and examine global trends and patterns across geographic regions and levels of training. Methods: A cross-sectional survey of medical learners was conducted between March 25–June 14, 2020, shortly after the World Health Organization declared COVID-19 a pandemic. Results: 6492 learners completed the survey from 140 countries. Most medical schools removed learners from the clinical environment and adopted online learning, but students reported concerns about the quality of their learning, training progression, and milestone fulfillment. Residents reported they could be better utilized and expressed concerns about their career timeline. Trainees generally felt under-utilized and wanted to be engaged clinically in meaningful ways; however, some felt that contributing to healthcare during a pandemic was beyond the scope of a learner. Significant differences were detected between levels of training and geographic regions for satisfaction with organizational responses as well as the impact of COVID-19 learner wellness and state-trait anxiety. Conclusions: The disruption to the status quo of medical education is perceived by learners across all levels and geographic regions to have negatively affected their training and well-being, particularly amongst postgraduate trainees. These results provide initial empirical insights into the areas that warrant future research as well as consideration for current and future policy planning.

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Online Education for Undergraduate Health Professional Education during the COVID-19 Pandemic: Attitudes, Barriers, and Ethical Issues

10.21203/rs.3.rs-42336/v1 ◽

2020 ◽

Author(s):

Suhaib Muflih ◽

Sawsan Abuhammad ◽

Reema Karasneh ◽

Sayer Al-Azzam ◽

Karem H Alzoubi ◽

...

Keyword(s):

Online Education ◽

Professional Education ◽

Online Teaching ◽

Online Survey ◽

Ethical Issues ◽

Past Experience ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Online Social Media ◽

Online Tools

Abstract Background: The online teaching demand has increased tremendously to promote the implementation of online teaching-leaning system to meet the need of students during the outbreaks of emerging infectious disease. This study aims to explore whether the pandemic of COVID-19, which requires universities to rapidly offer online learning, will affect attitudes about online education for undergraduate health sciences students. Also, it investigates the barriers for using online tools. Method: A cross-sectional survey using online social media was used to recruit eligible participants. The data for this study were focused on students’ experiences utilizing an online education method offered by the Jordanian government universities. This study is utilizing newly developed measuring tools that are expected to enable students to evaluate online teaching in terms of their own learning progress. Results: A total of 1,210 participants agreed to complete the online survey questionnaire. The mean score preparedness and attitude toward online education was average. The majority of students agreed that online courses helped assign reading and homework time better than on-campus approach (75.0%) and felt comfortable to actively communicate with my classmates and instructors online. Zoom and eLearning were the most common online platforms utilized by students. The geographic locations, lack of past experience on using online tools, and lack of past experience on using online tools were identified by students as the main barrier to online educations. Conclusions: Although the pandemic of COVID-19 appeared as uncommon catalyst for promoting eLearning, further research is needed to assess whether learners are ready and willing to make greater use of online education to obtain high quality teaching and learning opportunities, which could totally change educators’ and students’ attitudes and impression, and subsequently the general themes of online education.

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Online teaching in radiology as a pilot model for modernizing medical education: results of an international study in cooperation with the ESR

Insights into Imaging ◽

10.1186/s13244-021-01092-5 ◽

2021 ◽

Vol 12 (1) ◽

Author(s):

Fabian Stoehr ◽

Lukas Müller ◽

Adrian P. Brady ◽

Carlo Catalano ◽

Peter Mildenberger ◽

...

Keyword(s):

Medical Education ◽

Online Teaching ◽

Online Courses ◽

International Study ◽

Survey Study ◽

Cross Sectional ◽

Online Curriculum ◽

Transmission Of Knowledge ◽

Pilot Model ◽

The Future

Abstract Background Due to the outbreak of the coronavirus disease 2019 (COVID-19), it proved necessary to rapidly change medical education from on-site to online teaching. Thus, medical educators were forced to rethink the purpose of teaching and the best form of transmission of knowledge. In cooperation with the European Society of Radiology (ESR), we investigated the attitudes of radiologists in Europe and North America toward innovative online teaching concepts. Methods In total, 224 radiologists from 31 different countries participated in our cross-sectional, web-based survey study. On a 7-point Likert scale, participants had to answer 27 questions about the online teaching situation before/during the pandemic, technical and social aspects of online teaching and the future role of online teaching in radiology. Results An overwhelming majority stated that radiology is particularly well-suited for online teaching (91%), that online teaching should play a more prominent role after the pandemic (73%) and that lecturers should be familiar with online teaching techniques (89%). Difficulties include a higher workload in preparing online courses (59%), issues with motivating students to follow online courses (56%) and the risk of social isolation (71%). Before the pandemic, only 12% of teaching was provided online; for the future, our participants deemed a proportion of approximately 50% online teaching appropriate. Conclusion Our participants are open-minded about online teaching in radiology. As the best way of transferring knowledge in medical education is still unclear, online teaching offers potential for innovation in radiology education. To support online teaching development, a structured, framework-based “online curriculum” should be established.

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Primary care workforce and continuous medical education in China: lessons to learn from a nationwide cross-sectional survey

BMJ Open ◽

10.1136/bmjopen-2016-015145 ◽

2017 ◽

Vol 7 (7) ◽

pp. e015145 ◽

Cited By ~ 3

Author(s):

William C W Wong ◽

ShanZhu Zhu ◽

Jason J Ong ◽

MingHui Peng ◽

Cindy L K Lam ◽

...

Keyword(s):

Primary Care ◽

Medical Education ◽

Continuous Medical Education ◽

Cross Sectional Survey ◽

Cross Sectional ◽

Primary Care Workforce ◽

Education In China

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IS ONLINE LEARNING A BETTER ALTERNATIVE TO TRADITIONAL TEACHING FOR MEDICAL STUDENTS - A STUDY IN LIGHT OF COVID-19 PANDEMIC

10.36106/ijar/6412820 ◽

2021 ◽

pp. 11-12

Author(s):

Arijit Majumdar ◽

Soumali Biswas ◽

Tanushree Mondal

Keyword(s):

Medical Education ◽

Online Teaching ◽

Teaching And Learning ◽

Cross Sectional Study ◽

Traditional Teaching ◽

Classroom Learning ◽

Learning Methods ◽

Cross Sectional ◽

E Learning ◽

Teaching Learning

Aim And Objective: The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. In India, responses to the COVID-19 pandemic in medical education resulted in closures of medical colleges and adoption of online teaching-learning methods, which is challenging for both faculty and students. Rising concerns among students urged to evaluate strength and weakness of ongoing online teaching and learning methods. The objective of the study was to nd out the perceptions of students regarding E-learning during lockdown period of COVID-19 pandemic. Methods: A descriptive cross sectional study was conducted at IPGME & R Kolkata. A sample size of 600 was calculated. MBBS students of all levels participated in this study. A Google questionnaire was developed and was validated by Medical education unit of the college. The Google questionnaire was mailed to the students. The data was transferred to excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching Results: Total 600responses were received. 340 (56.7%) males and 260(43.3%) females participated in the study. 41.7% students use mobile phones as their gadgets for E- learning and 33.3% use laptops followed by desktop (16.7%) and tablet (8.3%) Overall only 10 % students preferred to use only E- learning. 50% students preferred classical didactic learning. And 40% preferred a combination of classical ofine and E - learning as useful method of learning. Conclusions: Students did not prefer E- learning over classroom learning. They admit the usefulness of E -learning. But, classroom learning with rational use of E -learning is preferred by the students.

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