Medical Education during COVID-19 Pandemic - Experience of Medical Teaching Faculty of SHKM, GMC, Mewat, Haryana - A Cross-Sectional, Questionnaire-Based Survey

2021 ◽  
Vol 8 (21) ◽  
pp. 1653-1658
Author(s):  
Shikhaa Mahajan ◽  
Sangeeta B. Singh ◽  
Asha Kumari ◽  
Vivek Sharma
Keyword(s):  
Medical Education ◽  
Online Teaching ◽  
Cross Sectional ◽  
Medical College ◽  
Online Lectures ◽  
Network Problems ◽  
Education In India ◽  
Asking Questions ◽  
Spread Of Infection ◽  
Self Administered Questionnaire

BACKGROUND Since March 2020, after coronavirus outbreak and nationwide lockdown, medical education in India has experienced a major disruptive change. Measures to prevent the spread of infection and hence to ensure social distancing have led to the closure of medical colleges and starting of online teaching. This study was planned with a purpose to investigate and assess the experience of medical teachers of SHKM, Government Medical College, Mewat, Haryana towards online teaching during COVID-19 pandemic. METHODS This was a cross-sectional, self-administered, questionnaire-based survey in which data about their experience with online teaching was gathered by interviewing fifty Medical Educators of SHKM, GMC, Mewat, Haryana. As a part of questionnaire validation process, we invited six faculty members to pilot-test the initial draft and it was modified based on their feedback. Survey was done from July 2020 to Dec 2020. RESULTS Majority of the faculty were happy with the starting of online lectures. Maximum faculty were conversant with the use of online apps, had all the equipment required for making and taking online lectures, felt that taking online lectures was not as comfortable as classroom lectures, found it convenient to use laptop / mobiles / tablets for lectures, faced network problems, technical glitches while taking their online lectures, could complete the online lecture within the prescribed time limit, did not tend to spend more time on social sites while preparing for online lectures ; used multimedia, gave electronic study material to their students, did not feel comfortable, while interacting and asking questions, experienced few students leaving classes in between and joining back again only while marking attendance, experienced few students hesitating to reply to questions asked and gave excuses about technical faults. CONCLUSIONS Educators can help document and analyse the effects of current changes to learn and apply new principles and practices to the future. KEYWORDS COVID-19, Online Teaching, Medical Faculty

scholarly journals Perception of Online Lectures among Undergraduate Medical, Dental and Nursing Students during COVID-19 Pandemic: a Cross-Sectional Study at a Tertiary Teaching Hospital

2021 ◽  
Vol 6 (2) ◽  
pp. 1522-1528
Author(s):  
Deependra Prasad Sarraf ◽  
Gajendra Prasad Rauniar ◽  
Basant Kumar Karn ◽  
Ramayan Prasad Kushwaha ◽  
Shashi Keshwar
Keyword(s):  
Medical Education ◽  
Undergraduate Students ◽  
Online Teaching ◽  
Learning Activities ◽  
Cross Sectional ◽  
Safe Delivery ◽  
Face To Face ◽  
Online Lectures ◽  
Tertiary Teaching ◽  
Teaching Learning

Introduction: The COVID-19 pandemic significantly affected medical education and has forced educators to switch to online teaching-learning activities worldwide. Online teaching-learning activities has ensured the safe delivery of the lectures to the students. Objective: To assess the perception of students towards online lectures and to analyze the perceived barriers to online learning in our context during the COVID-19 lockdown period. Methodology: A cross-sectional online descriptive study was conducted among undergraduate students at a tertiary teaching college in Eastern Nepal during September-November 2020. The link of the Google form consisting of the semi-structured questionnaire was sent to the students through email. Descriptive statistics frequency and percentage were calculated using Microsoft Excel 2010. The study was approved by the Institutional Review Committee (IRC/2069/20). Results: A total of 211 students participated in the study. Mean age of the students was 20.5±1.5 years. Out of 211, 130 (61.61%) students used smartphones to attend online lectures and 176 (83.41%) students had not attended any online classes before the COVID-19 pandemic. The most common perceived advantage of the online lectures was availability of recorded lectures (186, 88.15%) whereas reduced interaction (179, 84.83%) was the most common disadvantage. More than half (126, 59.72%) of the students disagreed/strongly disagreed that online lectures are more effective than traditional face-to-face lectures. Conclusions: Most of the students had negative perception towards the online lectures. The study findings recommend using a hybrid of conventional face-to-face classroom based teaching and newer online teaching-learning activities for delivering medical education.

scholarly journals Students’ Satisfaction with E-learning during COVID-19 at a Private Medical College.

2021 ◽  
Vol 28 (06) ◽  
pp. 914-920
Author(s):  
Sundus Iftikhar ◽  
Iqra Aziz ◽  
Syed Hasan Shoaib ◽  
Ahmad Shafique
Keyword(s):  
Online Teaching ◽  
Learning Experience ◽  
Cross Sectional ◽  
Medical College ◽  
Validated Questionnaire ◽  
Online Lectures ◽  
Current Scenario ◽  
E Learning ◽  
Private Teaching ◽  
Students Satisfaction

Objective: To evaluate students’ satisfaction of E-learning at a private teaching medical college during COVID-19 lockdown. Study Design: Cross Sectional Descriptive study. Setting: Shalamar Medical and Dental College. Period: April 2020 to July 2020. Material & Methods: A standardized and validated questionnaire (SEEQ) was disseminated among MBBS students of SMDC. The questionnaire contained open ended and closed ended questions; the latter were based on likert scale. Results: A total of 365 students responded to the questionnaire with 57% and 43% of the respondents being females and males respectively. Overall, the 3rd, 4th and 5th year MBBS students seemed more satisfied with online lectures (52-54%) compared with 1st and 2nd year MBBS students (26%). The students showed dissatisfaction on assignments and assessments being taken on Moodle. The connectivity problem was seen as a major concern for the students. However the students appreciated that the sessions were recorded regularly and available on YouTube channels. Conclusion: The findings of our study showed that 1st and 2nd year students were not mentally prepared for the sudden paradigm shift from traditional to online teaching. However the students realized that gradual shift was not possible in the current scenario and were generally satisfied with E-learning. It is advisable to adopt a blended approach initially before converting the entire learning experience on online media

Appraisal of the Current Pharmacology Curriculum, Teaching Methodology and Effectiveness in Undergraduate Medical Education: A Student-Centric, Questionnaire-Based Study

2021 ◽  
Vol 8 (1) ◽  
pp. 30-33
Author(s):  
Sujit Kumar Sarker ◽  
Geethanjali Bhas ◽  
Priyanka Moitra ◽  
Ratna Paul ◽  
Md. Abdullah Yusuf ◽  
...  
Keyword(s):  
Medical Education ◽  
Cross Sectional Study ◽  
Course Delivery ◽  
Teaching Methodology ◽  
Sectional Study ◽  
Cross Sectional ◽  
Problem Solving Skills ◽  
Medical College ◽  
Constructive Feedback ◽  
Medical Graduates

Background: Periodic students’ feedback ensures and enhances the effectiveness of the curriculum of medical subject. Objective: This study was designed to obtain students appraisal of the undergraduate pharmacology curriculum and teaching methodology. Methodology: This cross-sectional study was conducted in the Department of Pharmacology at Colonel Malek Medical College, Manikganj, Bangladesh from May to June, 2019 for a period of two months. Questionnaire-based data were collected from students of both sexes who had completed 3rd Professional examination. Likert Scale was applied to collect students’ feedback on pharmacology. Results: A total number of 40 students were recruited for this study of which 60.0% students were strongly agreed about organized teaching. About 47.5% students were agreed that the course was appropriate at their level and achieved their goals in Pharmacology. However, 55% of them strongly agreed that teacher provided clear constructive feedback during class. Total 60%, were agreed that the course improved their problem-solving skills. Overall, 55% students were agreed regarding their satisfaction on Pharmacology course delivery and conduction. Conclusion: In conclusion, periodic appraisal from students regarding evaluation of the student-centric undergraduate pharmacology curriculum is vital in developing efficient medical graduates. Journal of Current and Advance Medical Research, January 2021;8(1):30-33

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

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.

scholarly journals A cross-sectional study of factors determining empathy levels among undergraduate medical students of a medical college in Northern Telangana

2021 ◽  
Vol 8 (3) ◽  
pp. 49-55
Author(s):  
Shiv Kumar R ◽  
Puli SK ◽  
P. Kishan ◽  
Sanjay ND ◽  
Pusukuri Sphurthi ◽  
...  
Keyword(s):  
Medical Education ◽  
Well Being ◽  
Cross Sectional Study ◽  
First Year ◽  
Sectional Study ◽  
Global Functioning ◽  
Cross Sectional ◽  
Clinical Rotations ◽  
Medical College ◽  
Second Year

Background: The development of an ideal doctor-patient relationship requires empathy. Empathetic conversation aids in the formation of an open and trusting equation between doctor and patient. Furthermore, this leads to accurate diagnoses and more compliance to the advised treatment. In this manner, empathy helps in overall recovery of the patient and improves global functioning and generalised well-being. This study aims to make note of the fluctuation in empathy levels during medical education. Studies done in various countries have found factors such as curriculum, clinical rotations timing and gender to progressively influences empathy levels in students throughout their medical training. The recent trend of violence against healthcare professionals in India calls for an urgent action into the gap between doctors and patients communication. Empathy towards patients and attendants will reduce such untoward events. In this current context, we should improve empathy levels among the training doctors. As a first step, we should assess various factors affecting empathy among health care professionals. Method: This cross sectional study was done among undergraduates of a rural medical college in Northern Telangana during the time period of October to December 2019. Their empathy levels were assessed using Jefferson’s Scale for Empathy- Student version (JSE-S). Result: Of the 470 students surveyed, 227 were males and 243 females. Female students were having higher empathy among first year and second years (p<0.001). Empathy levels seem to decline from first year to second year following which the mean empathy remains similar throughout the remaining years in students of both sexes. There is no significant relation between mean empathy scores and choice of future speciality (p>0.05). Conclusion: Female undergraduate students are found to be more empathetic than their male counterparts. A fall in empathy scores from the first to second year of MBBS is seen, which is when students enter their clinical rotations. Targeted intervention at this time may go a long way in the creation of a new generation of more empathetic physicians. Hence, there is a need for evaluation of teaching and learning techniques in medical education. Further, there is a call for more research into the determinants of decline in empathy amongst medical professionals.

An Analysis of Perception of Different Online Teaching-Learning Methods among Phase-1 Medical Students of Government Medical College, Thrissur, Kerala during Covid-19 Lockdown

2021 ◽  
Vol 8 (32) ◽  
pp. 2950-2955
Author(s):  
Sajeevan Kundil Chandran ◽  
Shajee Sivasankaran Nair ◽  
Sajith Vilambil ◽  
Sajna Mathumkunnath Vijayan ◽  
Purnima Eliz Thomas
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Phase 1 ◽  
Learning Objectives ◽  
Government Medical College ◽  
Visual Aids ◽  
Medical College ◽  
Online Lectures ◽  
Logical Sequence ◽  
Bonferroni Test

BACKGROUND Due to Covid-19 lockdown initiated by the Government, the teaching was transformed to an online sphere. Reflection from students was quite essential for advancement in newer platforms. Thus, perception of various online teachinglearning methods among medical students were assessed. METHODS This is a cross-sectional study conducted among phase-1 MBBS students of Government Medical College, Thrissur. This study was done to analyse medical student’s perceptions on four methods of online classes which included live online lectures, assignments, sending PowerPoint presentations and pre-recorded videos. All statistical data was analysed using SPSS software version 16. Continuous variables was expressed as mean ± standard deviation. Difference between the groups were analysed by simple ANOVA but the subgroup analysis in each variable was done by post hoc analysis with Bonferroni test. The level of significance was kept at 5%. RESULTS When different variables were analysed by anova, it was found out that emphasizing important aspects of topics, describing the contents in a logical sequence and interaction was significantly better in live online lectures. Coverage of learning objectives and description of concepts was significantly better in narrative PowerPoint presentation. Likewise, it significantly helped them to prepare notes for examination. Live online lectures effectively used audio-visual aids and it has aroused interest in the subject. Live online lecture was found to be the best single method as compared to the other three when all ten variables were analysed conjointly. CONCLUSIONS The preferred method for online teaching for phase-1 medical students was online lectures when all variables were analysed. Important aspects of topics were emphasized, the contents were discovered in a logical sequence, the audio-visuals were used effectively, and interest was aroused in topics through live online lectures. All the learning objectives were covered and described very clearly and note preparation was easy in PowerPoint presentation. KEYWORDS Covid-19 Lockdown, Perception, Live Online Lectures, Pre-Recorded Videos, Assignments, Interaction, Learning Objectives, Audio Visual Aids

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

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.

scholarly journals Current status of faculty development in under graduate medical education of Bangladesh

2017 ◽  
Vol 8 (2) ◽  
pp. 2-6
Author(s):  
Shamima Rahman ◽  
Soofia Khatoon ◽  
Mossammat Nigar Sultana ◽  
Farhana Noman ◽  
Sayed Golam Samdani
Keyword(s):  
Medical Education ◽  
Faculty Development ◽  
Journal Club ◽  
Cross Sectional Study ◽  
Current Status ◽  
Teaching Methodology ◽  
Related Activity ◽  
Development Activity ◽  
Cross Sectional ◽  
Self Administered Questionnaire

This descriptive cross sectional study was carried out to determine the current status of faculty development in undergraduate medical education of Bangladesh. This study was carried out in eight (four Government and four Non- Government) medical colleges in Bangladesh over a period from July 2015 to June 2016. The present study had a semi-structured self-administered questionnaire for individual teacher. Total 181 teachers responded to the questionnaire. 56% of teachers said that faculty development activities were regularly conducted. About duration of faculty development activity 74% of teachers said it was 1-3 days duration. 42% of the teachers said faculty development activity conducted once in a week and 39% said occasional conduction of faculty development activity in their institute About the type of faculty development activity clinical meeting was commonest (65%), related to medical education (48%) and related to research (53%). About the topics of medical education related activities were teaching methodology (46%), assessment (32%). Research related activities were journal club (91%) and research methodology (67%). Faculty development activity was conducted through teachers association (53%) and medical education unit (50%). In conclusion some parts of FD activity are present in most of the colleges like clinical meeting, few medical education related session, and research related activity. For upgrading of medical education faculty development programme should be conducted regularly, monitoring of present programme and development of qualified resource person should be ensured.Bangladesh Journal of Medical Education Vol.8(2) 2017: 2-6

scholarly journals Continuing Medical Education for Primary Care Physicians in Israel: A Cross-Sectional Study

2013 ◽  
Vol 2013 ◽  
pp. 1-10
Author(s):  
Pesach Shvartzman ◽  
Howard Tandeter ◽  
Daniel Vardy ◽  
Eran Matz ◽  
Anthony Heymann ◽  
...  
Keyword(s):  
Primary Care ◽  
Medical Education ◽  
Continuing Medical Education ◽  
Primary Care Physicians ◽  
Cross Sectional Study ◽  
Sectional Study ◽  
Cross Sectional ◽  
Personal Initiative ◽  
Rural Clinic ◽  
Self Administered Questionnaire

Acquiring a medical degree is only the beginning of a prolonged learning process. At some point, formal studies end, and continuing medical education (CME) may be left to personal initiative. To assess lifetime learning (LL) and CME among primary care physicians in Israel, a self-administered questionnaire, based on the Jefferson Scale of Physician Lifelong Learning (JSPLL), was mailed to 4,104 primary care physicians. A total of 979 completed the study, 53.4% males with a mean age of 51.8 ± 8.3 (range 31–79). A logistic regression model showed that male gender (OR = 1.5, P<0.05), teaching (OR = 4.5, P<0.0001), and not working in a rural clinic (OR = 0.6, P<0.01), increased the LL score. The results of the study demonstrate a need to address special subgroups that have a lower tendency to engage in LL activities. Policymakers should develop strategies to increase these physicians' interest in LL activities and the accessibility of these activities to them, including the availability of LL resources at home so physicians can get updates at their convenience. Primary care physicians should also be encouraged to become involved in teaching of any type, as this is a facilitating factor for LL activities.

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