scholarly journals Online Teaching in an Un-prepared Country during COVID-19: An Interview Study on Final Year Medical and Dental Students

2021 ◽  
pp. 30-39
Author(s):  
Adeel Abbas Dhahri ◽  
Ayesha Majeed Memon ◽  
Fazila Hashmi ◽  
Maria Dhahri ◽  
Samar Ghufran ◽  
...  
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Online Teaching ◽  
Clinical Skills ◽  
Developed Countries ◽  
Dental Students ◽  
Interview Study ◽  
Teaching Methodology ◽  
Long Term Effects ◽  
Medical And Dental Students

Aims: To assess medical students’ perception of online teaching to suggest transforming the future curriculum in low-economic countries. Study Design:  Cross-sectional online interview study. Place and Duration of Study: A team of collaborators interviewed final year medical and dental students of Pakistan from 07/08/2020 till 17/09/2020. Methodology: A questionnaire was developed based on open and close-ended questions in Google forms; focusing on institutional preparedness, views on online education, the institute’s closure and COVID-19, and long-term effects of closure of the institute. Independent fellow researchers systematically analyzed the unaltered transcripts of the responses, and themes were then identified and coded to conclude the results. SPSS version 23 used for analysis. As this study was based on final year students. Results: In response to an invitation email, 2442/2661 (91.77%) students voluntarily participate in this qualitative study. Most participants were females (1614, 66.10%). Closing down institutes was directly linked to a lack of motivation and feel of helplessness. As most showed dissatisfaction with online teaching compounded by psychological effects, students feared losing clinical skills and life during the pandemic. Conclusion: The psychological impact of the crisis led to resistance to accepting the change for a better outcome. Incorporating telemedicine, different interactive learning style to online teaching, and resilience training would result in fruitful outcomes. Developed countries may also guide build infrastructure in developing countries to develop a more robust online teaching methodology in the long-run.

scholarly journals Perceptions of Clinical Dental Students Toward Online Education During the COVID-19 Crisis: An Egyptian Multicenter Cross-Sectional Survey

2022 ◽  
Vol 12 ◽  
Author(s):  
Reham Hassan ◽  
Ayman R. Khalifa ◽  
Tarek Elsewify ◽  
Mohamed G. Hassan
Keyword(s):  
Distance Learning ◽  
Online Education ◽  
Online Teaching ◽  
Online Survey ◽  
Clinical Skills ◽  
Dental Education ◽  
Hybrid Approach ◽  
Dental Students ◽  
Cross Sectional ◽  
Dental Schools

Objectives: To evaluate the perceptions of clinical dental students on the role of online education in providing dental education during the COVID-19 crisis.Materials and Methods: A cross-sectional online survey was sent to four Egyptian dental schools from the 20th of January 2021 to the 3rd of February 2021. Survey questions included the demographics, uses, experiences, perceived benefits, and barriers of distance learning in dentistry during the COVID-19 pandemic. Responses were collected from the clinical dental school students. Categorical data were presented as frequencies (n) and percentages (%) and were analyzed using Fisher’s exact test.Results: Three hundred thirty-seven clinical dental students across four Egyptian dental schools responded. Most students used either Google Classroom or Microsoft Teams to access the online content. The data showed that the COVID-19 pandemic affected the academic performance of most participants (97.4%) with varying degrees. On average, students were neutral when asked to rate the online lectures, but did not find online practical education as effective (81.3%) as online theoretical teaching. The commonly described barriers to online teaching included loss of interaction with educators, inappropriateness in gaining clinical skills, and the instability of the internet connection.Conclusion: Despite the reported benefits, clinical dental students in Egypt preferred the hybrid approach in dental education as distance learning represented a prime challenge to gain adequate clinical dental skills.

scholarly journals E-Learning amid the COVID-19 Lockdown: Standpoint of Medical and Dental Undergraduates

2020 ◽  
Vol 37 (1) ◽  
Author(s):  
Aiza Anwar ◽  
Hajra Mansoor ◽  
Danyal Faisal ◽  
Huma Saeed Khan
Keyword(s):  
Online Education ◽  
Learning Process ◽  
Online Teaching ◽  
Dental Students ◽  
Student Interest ◽  
Online Questionnaire ◽  
Medical College ◽  
Online Lectures ◽  
E Learning ◽  
Medical And Dental Students

Background and Objective: The corona-virus (COVID-19) pandemic has had devastating impacts on not only the health and socio-economic conditions but also on the education sector in various countries. Consequently, the world of education entered a new era of E-learning. This descriptive study, thus, aims to evaluate the standpoint of medical and dental undergraduates regarding E-learning amid the Covid-19 lockdown. Methods: A descriptive online questionnaire was used to gather responses via Google forms. The questionnaire consisted of questions categorized as technology access, online skills and relationships, students’ views, and student’s perception of possible advantages of E-learning. Two hundred and eighty three medical and dental students of CMH Lahore Medical College participated in the study. Results: One hundred and seventy nine female and 104 male students responded to the questionnaire. The results of the study showed students encouraging the accommodation of E-learning into current teaching practices. Students agreed online study material not only provides flexibility in the learning process (p=0.003) but also saves time (p = 0.012). Female participants showed a more positive readiness response towards e learning than males (p =0.001). Results also showed students have easier access to online teaching resources. Regarding online lectures, the students believe that online lectures were more organized (p= 0.001) and stimulated student interest (p=0.026). Students believe that frequent participation in the learning process is important for success in online education (p=0.002). Conclusion: Undergraduate medical and dental students from the said private medical college are well equipped and ready to shift towards online education. doi: https://doi.org/10.12669/pjms.37.1.3124 How to cite this:Anwar A, Mansoor H, Faisal D, Khan HS. E-Learning amid the COVID-19 Lockdown: Standpoint of Medical and Dental Undergraduates. Pak J Med Sci. 2021;37(1):217-222. doi: https://doi.org/10.12669/pjms.37.1.3124 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

scholarly journals The effect of learning style and general self-efficacy on satisfaction of e-Learning in dental students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Tahereh Baherimoghadam ◽  
Shahram Hamedani ◽  
Manoosh mehrabi ◽  
Navid Naseri ◽  
Nooshin Marzban
Keyword(s):  
Online Education ◽  
Learning Style ◽  
Significant Relationship ◽  
Self Efficacy ◽  
Dental Students ◽  
Dental Student ◽  
Satisfaction Questionnaire ◽  
Level Of Satisfaction ◽  
E Learning ◽  
General Self Efficacy

Abstract Introduction The COVID-19 pandemic has had a significant impact on education. e-Learning has been becoming most popular. Satisfaction of the student is one of important goal of e-Learning, therefore factors affecting this satisfaction should be considered extensively. This study aims to evaluate the effect of learning style and General Self-Efficacy (GSE) on satisfaction of e-Learning in dental student. Method Electronic questionnaires were sent to 85 fifth and sixth-year students who had passed the face-to-face orthodontics course in the previous semester and were studying online orthodontics at the time of this study. Three questionnaires were used including Soloman and Felder learning styles index, General self-efficacy questionnaire and Satisfaction questionnaire for online education. Results The results of the reliability test showed that Cronbach’s alpha index for the self-efficacy and satisfaction questionnaire was 0.836 and 0.96, respectively. The correlation between satisfaction and the dimensions of learning style showed that the active dimension of processing information had a significant relationship with the level of satisfaction. In the understanding dimension, a relatively strong correlation was observed in the Global dimension. Moderate significant relationship between the total score of self-efficacy and the level of satisfaction has been found. Conclusion The results of the present study highlight the necessity of more studies regarding defining effective on student satisfaction during e-Learning. GSES and active learning style in the processing dimension and global learning style in the understanding dimension affect students' satisfaction.

scholarly journals Experiences of international medical students enrolled in Chinese medical institutions towards online teaching during the COVID-19 pandemic

PeerJ ◽  
2021 ◽  
Vol 9 ◽  
pp. e12061
Author(s):  
Sarfraz Aslam ◽  
Huma Akram ◽  
Atif Saleem ◽  
BaoHui Zhang
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Education ◽  
Online Teaching ◽  
Clinical Skills ◽  
International Medical ◽  
Clinical Practices ◽  
Internet Connection ◽  
Validated Questionnaire ◽  
Medical Institutions

Introduction . The COVID-19 pandemic has forced the world to pause. One hundred and eighty-eight countries have imposed countrywide school closures, affecting more than 1.5 billion children and youths. The majority of academic leaders are currently encouraging online education to resolve this crisis. This study aimed to investigate international medical students’ (IMS) experiences of online teaching during the COVID-19 pandemic. Methods Data were collected online using a validated questionnaire and one open-ended question, presented on the Google forms platform. The study attracted responses from 1,107 IMS volunteer participants. IBM SPSS v. 25, GraphPad Prism v. 9, and MindManager v. 2018 were used for data analysis. All variables were subjected to descriptive statistical analysis. The Mann–Whitney U test was used in subgroup analysis and the Kruskal-Wallis test was also applied for year-wise comparisons. Open-ended text responses were analyzed qualitatively, extracting themes by which responses were classified. Results Among 1,107 respondents, a total of 67.8% were males, and the majority (63.1%) of the IMS were in the age group of 21–23 years. The results show that more than half of the respondents reported their Internet connection quality as poor to average. Poor Internet connection severely affected IMS online learning experience. Persistent and recurrent issues with Internet access became a significant concern for IMS. Lack of electricity is one of the factors that can contribute to poor learning output and dissatisfaction with online teaching. IMS perceive online medical education as unhelpful in several phases of the training, such as improving their clinical skills, knowledge, and discussion skills. Conclusions During these unprecedented periods, online teaching has allowed medical education to continue. However, IMS are generally dissatisfied with online teaching. Medical students must visualize the human body, so supportive technologies are important to compensate for the lack of clinical practices. Medical institutions may need to invest in faculty training programs and continually adjust to enhance the content of online training and international partnerships. A switch from conventional face-to-face teaching to a fully functional virtual education framework in the medical education field will take time and experience.

scholarly journals Rapid transition to online teaching during COVID 19: Students’ and Teachers’ Perceptions in a Pioneer Caribbean Dental School

2020 ◽  
Author(s):  
Reisha Rafeek ◽  
Bidyadhar Sa ◽  
Patrick Harnarayan ◽  
Niall Farnon ◽  
Shala Singh ◽  
...  
Keyword(s):  
Critical Thinking ◽  
Clinical Reasoning ◽  
Teaching Strategies ◽  
Online Teaching ◽  
Clinical Skills ◽  
Thinking Skills ◽  
Dental Students ◽  
Dental School ◽  
Teachers Perceptions ◽  
Rapid Transition

Abstract Background: The sudden advent of the COVID pandemic resulted in the closure of schools and universities in Trinidad, limiting face to face interactions and removing dental students from the clinical environment in The University of the West Indies. The dental school was challenged to complete the final year teaching with a rapid transition to online teaching. This study examined students’ and teachers’ perceptions of the effectiveness of emergency remote online teaching.Method: An online cross-sectional survey was administered on the perception of the online learning environment and challenges experienced and effectiveness of strategies used. Overall thirty-three dental students and eleven clinical academic teachers participated. The questionnaire was emailed to the participants for data collection and they responded by using a Likert scale. Reliability of the questionnaire was determined. Chi-squared (χ2) tests were applied for determining the perceptions of students and teachers towards online teaching. Frequencies and percentages were also computed.Result: Cronbach’s alpha of the students’ and teachers’ questionnaire was calculated at 0.838 and 0.801 respectively. The majority of students (60.6% - 89.5%) perceived that online teaching strategies, have enhanced their clinical reasoning and critical thinking skills in clinical practice, felt motivated to learn, liked learning in their own space, at their own pace and found it easy to adapt. Nearly two-third students (63.6%) were happy to recommend continued use of online strategies. However, the majority (87.9%) perceived it to be somewhat or not effective at all in acquiring clinical skills. The challenges experienced were problems with connectivity to the internet (87.9%) while (48.5%) had experienced distraction during remote teaching. All χ2 values were found to be statistically significant (either P<0.01 or P<0.05). The majority of teachers (72.7% - 92.9%) perceived that they created an enthusiastic online environment, effectively communicated with the students, engaged students in clinical reasoning and critical thinking and gave formative feedback. Teachers were equally divided on whether or not they prepared students to practice clinical skills.Conclusion: Students’ perceptions are similar to teachers’ perceptions in both are positive to the online teaching strategies but both groups reflected concerns over the acquisition of clinical skills.

Incentivizing Adjunct Faculty Participation in Professional Development

2021 ◽  
pp. 162-175
Author(s):  
Lori J. Cooper
Keyword(s):  
Professional Development ◽  
Online Education ◽  
Adjunct Faculty ◽  
Online Teaching ◽  
Faculty Members ◽  
Teaching Methodology ◽  
Faculty Participation ◽  
Development Programs ◽  
Effective Learning ◽  
Methods And Techniques

Without professional development, faculty members may not stay current in their methods and techniques for teaching, which can translate into a less effective learning environment for students. With online education and programs growing in an upward trend, it is imperative that faculty members have access to professional development that support current online teaching methodology and pedagogical/andrological practices. Turning to motivational methods may increase the level of engagement with professional development, where adjunct faculty members feel they are rewarded for their time and participation. This chapter uses motivation theories as a framework to review the existing literature on incentives for online adjunct faculty members who engage in professional development and the best practices for professional development. Colleges and universities can use this information to establish professional development programs and practices that may increase the level of online adjunct faculty members' participation in professional development opportunities.

Comparison of Learning Style Preferences Among First Year Medical and Dental Students in Udayana University

2018 ◽  
Vol 24 (9) ◽  
pp. 6446-6448
Author(s):  
Putu Gede Sudira ◽  
Made Rini Damayanti ◽  
I. Gusti Agung Ayu Andra Yusari ◽  
Komang Januarta Putra Pinatih ◽  
Dewa Putu Gde Purwa Samatra
Keyword(s):  
Learning Style ◽  
Dental Students ◽  
First Year ◽  
Learning Style Preferences ◽  
Style Preferences ◽  
Medical And Dental Students

scholarly journals Augmented-Virtual Reality: How to improve education systems

2017 ◽  
Vol 7 (1) ◽  
pp. 1 ◽  
Author(s):  
Manuel Fernandez
Keyword(s):  
Virtual Reality ◽  
Online Education ◽  
Technology Use ◽  
Online Teaching ◽  
Teaching Methodology ◽  
Abstract Concepts ◽  
Face To Face ◽  
Educational Role ◽  
Two Phases

<p>This essay presents and discusses the developing role of virtual and augmented reality technologies in education. Addressing the challenges in adapting such technologies to focus on improving students’ learning outcomes, the author discusses the inclusion of experiential modes as a vehicle for improving students’ knowledge acquisition. Stakeholders in the educational role of technology include students, faculty members, institutions, and manufacturers. While the benefits of such technologies are still under investigation, the technology landscape offers opportunities to enhance face-to-face and online teaching, including contributions in the understanding of abstract concepts and training in real environments and situations. Barriers to technology use involve limited adoption of augmented and virtual reality technologies, and, more directly, necessary training of teachers in using such technologies within meaningful educational contexts. The author proposes a six-step methodology to aid adoption of these technologies as basic elements within the regular education: training teachers; developing conceptual prototypes; teamwork involving the teacher, a technical programmer, and an educational architect; and producing the experience, which then provides results in the subsequent two phases wherein teachers are trained to apply augmented- and virtual-reality solutions within their teaching methodology using an available subject-specific experience and then finally implementing the use of the experience in a regular subject with students. The essay concludes with discussion of the business opportunities facing virtual reality in face-to-face education as well as augmented and virtual reality in online education.</p>

scholarly journals Study on the effectiveness of online classes for undergraduate medical and dental students of Gandaki Medical College during COVID 19 pandemic period in Nepal

2020 ◽  
Vol 10 (2) ◽  
pp. 36-40
Author(s):  
Sapna Laxmi Tuladhar ◽  
Dilesh Pradhan ◽  
Umesh Parajuli ◽  
Pratik Manandhar ◽  
Nuwadatta Subedi
Keyword(s):  
Online Education ◽  
Large Scale ◽  
Online Survey ◽  
Smart Phone ◽  
Dental Students ◽  
Academic Program ◽  
Online Classes ◽  
Cross Sectional ◽  
Medical College ◽  
Medical And Dental Students

Introduction: Pandemic situation of COVID 19 had an impact on medical education globally leading to cancellation of lectures, laboratory exercises, clinical postings and exams. To continue with the academic program, the online classes are started in different academic streams in large scale. This came with challenges and new learning opportunities for medical students and potential to adopt some changes. The objective of this study is to find out the effectiveness of online classes for medical and dental students of Gandaki Medical College (GMC) during COVID 19 pandemic period in Nepal with questionnaire based survey distributed to the students attending the online classes. Materials and Method: This is a descriptive cross sectional questionnaire based online survey. The questionnaires were distributed to the undergraduate medical and dental students of GMC, Pokhara, Nepal. Result: Amongst the students who responded, majority 205 (98.1%) were attending online classes. The device used by most of the student to attend the classes was smart phone 156 (74.6%). The strength of internet of the students was good in 41 (19.6%) and satisfactory in 99 (47.40%). The internet was disturbed by electricity cut down as responded by 66(31.6%) students. Almost 140 (67%) of the respondents rated the online classes were interactive and 124(59.33%) rated the classes were not disturbing. Despite the classes being interactive and non-disturbing, 162(77.51%) of respondents rated that the online classes were not effective. The online classes with one to 51 number of students showed good interactions as compared to classes with 51 to 100 number of students (p<0.01). There was no differences seen in the effectiveness in online classes between these medical and dental students (p=0.414). Conclusion: Good numbers of students had participated in online classes in medical and dental streams at GMC. The students faced problems in internet connectivity due to electricity cut down. The online classes were not that effective as class room classes. In country like Nepal, various factors affecting the online education should be looked upon to make the online learning effective.

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