Introduction: This study investigated medical students’ perception of E-learning and online assessment during Covid-19 and their suggestion to overcome the problems. Method: A total of 300 1st year medical students of Calcutta National Medical College and Rampurhat Govt. Medical College were surveyed by a pre-validated semi-structured questionnaire that was provided to the 2021-22 batch. Result: Among 242 respondents (169 at CNMC and 73 at RPHGMC)159 were males (mean age 20.14 ±2.22yrs.) and 83 were females (mean age 19.65±.1.1yrs.). 68.8% of students of both the colleges revealed that offline traditional teaching is more preferrable than e-leaning. They reported that e-learning is not much effective in practical physiology teaching. Poor network, Technical glitches and lack of communication with teachers are outlined as major barriers in online teaching. Conclusion: Students did not prefer e-teaching over face-to-face teaching during the lock down situation. Bangladesh Journal of Medical Education Vol.14(1) January 2023: 3-16

Background: Since the introduction of competency-based medical education in the medical curriculum all over India, emphasis has been given not only toward cognitive but also skill development of the undergraduate learners of the MBBS course. The traditional teaching methods are modified encouraging more interactive sessions, self-directed learning, and early clinical exposures. The assessment methods have also experienced certain modifications. For evaluation of the practical knowledge of the students in pre- and paraclinical departments, objective structured practical examination (OSPE) is being employed in several medical institutions. However, the question of its superiority and acceptability in comparison with the conventional practical examination exists there. Aims and Objectives: The present study aimed to estimate the perception and acceptance among the students regarding these two assessment methods. Materials and Methods: The 1st year undergraduate students of the Malda Medical College, Malda, were chosen for the study. After their prior sensitization regarding the two assessment methods, the students were given a feedback questionnaire having 15 questions made from different angles to compare the two modes of assessment. The results are subsequently analyzed. Results: The students (98%) marked OSPE as a more objective way of assessment, which also helps improve practical skills and confidence. They (95%) also recommended the implementation of OSPE in their practical examination. Conclusion: The majority of the students opined positively in favor of OSPE and stated their acceptance and recommendation in this respect.

Background: Peer assessment (PA) has been demonstrated to be an effective educational intervention for medical students. In medical education, PA is primarily utilized in teaching professional skill. Role of PA in conceptual learning and project-based learning is not much explored. Aims and Objectives: This study investigated effect of PA on conceptual deep learning and contribution of students to project-based assignment. Materials and Methods: A total of 100 1st year medical students (2022–2023 batch) of Rampurhat Government Medical College were assigned a project of poster preparation on action potential of nerve. The students were divided into three groups according to their scores in two previous formative assessments, Group 1 or high achievers (score 60% and above), Group 2 or medium achievers (score 50–59%), and Group 3 or low achievers (score below 50%). Each group was further stratified randomly into control group and intervention group. Then, content and process outcome of individual and groups were assessed. Student’s perception on PA was also documented in a questionnaire having five-point scale plus two open-ended questions. Results: The individual knowledge gain or content outcome score of all three interventional groups were increased as compared to the respective control groups and this change was statistically significant among medium achievers (P = 0.00033). The content and process outcome of group performance of high achievers group (both control and interventional) showed significantly low score as compared to all other groups. About 50% of students felt PA helped them to clear difficult concept. About 55% of students agreed that PA helped them to improve team work and communication skill. Conclusion: Medium- and low-achieving students in the PA group performed significantly better on the assignment than their counterparts in the no PA group. High achievers, on the other hand, although outnumbered in individual knowledge gain than the medium and low-scoring groups, failed to show their supremacy in group performance and teamwork.

Introduction: This study investigated medical students' perception of E-learning and online assessment during Covid19 and their suggestion to overcome the problems. Method: A total of 300 1st year medical students of Calcutta National Medical College and Rampurhat Govt. Medical College were surveyed by a pre-validated semi-structured questionnaire that was provided to the 2021-22 batch. Result: Among 242 respondents (169 at CNMC and 73 at RPHGMC)159 were males (mean age 20.14 ±2.22yrs.) and 83 were females (mean age 19.65±.1.1yrs.).68.8% of students of both the colleges revealed that offline traditional teaching is more preferrable than e-leaning.They reported that elearning is not much effective in practical physiology teaching. Poor network, Technical glitches and lack of communication with teachers are outlined as major barriers in online teaching. Conclusion: Students did not prefer eteaching over face-to-face teaching during the lock down situation.

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