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

scholarly journals Logistical Aspects of Different Online Teaching- learning Methods among Medical Students during COVID-19 in a Tertiary Care Teaching Hospital, Thrissur, Southern India

2021 ◽  
Author(s):  
Sajeevan Kundil Chandran ◽  
Sajith Vilambil ◽  
Shajee Sivasankaran Nair ◽  
Sajna Mathumkunnath Vijayan
Keyword(s):  
Blended Learning ◽  
Online Teaching ◽  
Phase 1 ◽  
Tertiary Care ◽  
Government Medical College ◽  
Online Classes ◽  
Learning Methods ◽  
Medical College ◽  
Online Lectures ◽  
Teaching Learning

Introduction: Due to the Coronavirus Disease-2019 (COVID-19) lockdown implemented by the government, we had to transform our classes into the online sphere. The most commonly used methods of online teaching in Government Medical College, Thrissur were, live online lectures, PowerPoint presentations with narrations, prerecorded videos and assignments. Aim: To assess the logistical aspects, merit and demerits of different online teaching-learning methods among phase-1 medical student in a tertiary care teaching hospital during COVID-19 lockdown Materials and Methods: This cross-sectional study was conducted from July 2020 to September 2020, among phase-1 MBBS students of Government Medical College, Thrissur, Kerala, India. Data was collected from 161 students through a questionnaire consisting of two parts. The first part dealt with logistical aspects, like net connectivity, gadget, expenditure, financial burden, residence and eye strain with online teaching learning methods. The second part dealt with the merits and demerits of each type of teaching learning methods, according to the students. All statistical data was analysed using the Statistical Package for the Social Sciences (SPSS) software version 16. Qualitative data was expressed as a percentage. Results: A total of 97.5% population of students was able to frequently access the online classes. Online learning strained the eyes of 47.8% of students. Mobile phones were used by 92.5% of students for attending online classes internet connectivity was mainly through 4G (71.4%) followed by Wi-Fi (19.9%) connections. Their most preferred method of online learning was online live lectures (35.4%) followed by PowerPoint presentations with narrations (33.5%). Blended learning (online and traditional together) was best preferred method of learning (46.6%). Conclusion: Live online lectures and blended learning were preferred by the majority of students. Thus, the online classes can be continued along with the traditional teaching in future.

scholarly journals Comparative evaluation of COVID-19 pandemic enforced online teaching versus traditional teaching from point of view of medical students

2020 ◽  
Vol 10 (1) ◽  
pp. 36
Author(s):  
Radhika Vijay
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Point Of View ◽  
Learning System ◽  
Traditional Teaching ◽  
Online Classes ◽  
Undergraduate Medical Students ◽  
Medical College ◽  
Traditional Mode ◽  
Teaching Learning

Background: The current ongoing coronavirus-2019 (COVID-19) pandemic has brought a sea change in education teaching learning system, ways and methodologies. Online teaching has been enforced suddenly for students worldwide. It has become a substitute to traditional teaching. Aware of the fact that the Corona pandemic has changed the way of learning teaching, we want to find out what students think about their real predispositions. This study is to compare and evaluate the opinions, preferences, experiences of undergraduate medical students during continuous online classes since the onset of Pandemic times.Methods: A sample size of 115 undergraduate medical students of batch 2019 was taken for the study done in Sardar Patel Medical College of Bikaner, Rajasthan, India in October 2020.A questionnaire was prepared using Google forms application and was filled by students online.Results: Majority of students had a preference and interest for traditional mode of teaching, they agreed on better understanding of concepts and details of topic and grasping more of knowledge through it. But majority of students also agreed that they are getting more time to study now with online teaching.Conclusions: This study gives an in depth insight into the current ongoing online teaching methodologies and throws light on changing acceptance of students to the current COVID-19 pandemic ways of teaching and on welcoming a better “blended learning” pattern in the upcoming Post COVID-19 new normal times.

scholarly journals Effectiveness of Remedial Teaching for Improving the Academic Performance of Poorly Performing Phase 1 Medical Students in Biochemistry Discipline at Government Medical College, Kozhikode, Kerala

2021 ◽  
Vol 8 (34) ◽  
pp. 3193-3199
Author(s):  
Shaji Sreedhar ◽  
Sandeep Appunni
Keyword(s):  
Academic Performance ◽  
Medical Students ◽  
Study Skills ◽  
Academic Support ◽  
Skills Training ◽  
Government Medical College ◽  
Medical College ◽  
Remedial Teaching ◽  
Group A ◽  
Group B

BACKGROUND Remedial teaching is an educational programme for increasing the academic performance of poorly performing students in a curriculum. Remedial teaching is finding specific learning difficulties in low achieving learners who are lagging behind in academics and providing them with necessary support and guidance to bring their academic performance closer to the required standard and to prevent them from occurring in future. METHODS This quasi-experimental study was conducted among first year medical students at Government Medical College, Kozhikode, Kerala from December 2019 to February 2020. All the sixty-four students who scored less than 50 % of marks in Biochemistry first internal examination were identified as poor performers. They were divided in to two groups, A and B, each consisting of thirty-two students by simple random method. The study skills of group A and group B students were assessed using study skills assessment questionnaire. They were also assessed on non-academic problems that affect their studies through open-ended interviews. Both the group students received academic support that included conceptual learning, logical thinking, reasoning skills and answering methods. In addition, group A students were given remedial teaching comprising study skills training, counselling sessions and motivation classes. At the end of eight weeks, a summative assessment was conducted for both the groups. A four-point Likert scale feedback questionnaire on remedial teaching was collected from group A students. Statistical analysis was performed using Statistical Package for Social Sciences (SPSS) version 16. RESULTS The mean mark of group A that received remedial teaching was significantly higher (P < 0.0001) than group B. The difference in mean marks between pre-test and post-test in group A was statistically significant (P < 0.0001). CONCLUSIONS Remedial teaching sessions are effective for improving the academic performance of poorly performing students in the subject of Biochemistry. KEYWORDS Remedial Teaching, Academic Support; Study Skills; Counselling; Motivation

scholarly journals Perceptions of undergraduate medical students regarding e-learning during COVID-19 pandemic

2021 ◽  
Vol 9 (1) ◽  
pp. 89
Author(s):  
Lalit P. Une ◽  
Jayant D. Wagha ◽  
Purushottam A. Giri
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Primary Source ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Interactive Mode ◽  
E Learning ◽  
Multiple Challenges

Background: The unprecedented COVID-19 pandemic has caused a sudden shift towards the exclusive adoption of online teaching, forming the primary source of medical education and enabling students to continue to learn remotely. The role in the academic arena has gained importance furthermore considering the ongoing COVID-19 pandemic causing educational institutions around the world over to close down and thus giving rise to multiple challenges at all stages and levels of education in particular for students, due to the lockdown situation. Hence the present study was carried out to assess the perceptions of undergraduate medical students regarding e-learning during COVID-19 pandemic.Methods: A cross-sectional study was carried out from April 2021 to June 2021 among 404 undergraduate medical students of IIMSR Medical College, Badnapur, Jalna, Maharashtra. The questionnaire had eliciting information about socio-demographic profile, knowledge and perception regarding advantages and challenges of e-learning was administered to them. Data was entered in Microsoft excel and analyzed using statistical package for the social sciences (SPSS) version-13.0.Results: About 87% students were of opinion that e-learning was not useful and not motivated to use it and 38% students’ think it’s beneficial as has interactive mode, but 62% students think otherwise. Only 36% are of opinion that e-learning will improve their performance. Majority 78% students think e-learning will not help in better understanding then formal teaching methods.Conclusions: Undergraduate medical students were still more inclined towards traditional teaching rather than e-learning. Faculty members should take necessary measures for improving e-learning facility and quality to help with better learning.

scholarly journals Sudden Transition in Anatomy Education: Assessing the Perception of Anatomy Course Delivery among Medical Students during COVID-19 Pandemic

2021 ◽  
pp. 58-72
Author(s):  
Amira Raudhah Abdullah ◽  
Ku Mastura Ku Mohd Nor ◽  
Mohd Hairulhisyam Ngatiman
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Virtual Slide ◽  
Course Delivery ◽  
Learning System ◽  
First Year ◽  
Anatomy Education ◽  
Online Platform ◽  
Online Lectures ◽  
First Year Medical Students

Coronavirus disease 2019 (COVID-19) pandemic has undoubtedly impacted anatomy education. This has led to a vast shift from a face to face (F2F) session to a complete online session and practical demonstration. Nonetheless, this pandemic provides an opportunity for anatomy educationists to embark on an alternative delivery of anatomy education via an online platform. The aim of this study was to evaluate the students’ perception of the online teaching and learning in anatomy course delivery among the first-year medical students in Universiti Sains Islam Malaysia (USIM). A total of 90 first-year medical students partook in an online questionnaire-based survey after semester completion of online anatomy course delivery. Synchronous online lectures conferred positive responses from the students with 73.0% of the students perceived effective communication with lecturers through the online platform. Out of these, 71.6% inclined towards online lectures as it allows them the flexibility to record the lecture and revisit it. Gross anatomy practical sessions were executed asynchronously via pre-recorded video with an additional supplementary quiz on USIM’s Global Open Access Learning system (GOALS) while histology practical was executed synchronously via virtual slide demonstration. A total of 80.1% students felt convenient with histology practical, however, only 48.3% students responded positively to the gross practical. Overall, 76.4% students favoured the conventional practical compared to the online sessions. Meanwhile, an online examination had disputable responses between the different exam formats whereby 71.9% students perceived that Multiple Choice Questions (MCQ) were conducted conveniently contradictory to the Modified Essay Questions (MEQ) in which only 34.9% students responded positively. In addition, 57.3% students disclosed multiple setbacks during the Objective Structures Practical Exam (OSPE). The extensive and impromptu changes in the study technique have received multiple responses from the students. Overall, the students preferred an online platform for didactic sessions but a real live classroom for practical sessions.

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