Objectives: To determine the effectiveness of e-learning and hurdles confronted to the undergraduate medical students of Rawalpindi Medical University in continuation of academics during COVID-19 pandemic. Subjects & Methods: A survey was carried out during July 2020 to scrutinize the experience of 1041 medical students enrolled at Rawalpindi Medical University regarding their academic experience through Microsoft Teams. A self- structured questionnaire was digitally administered for this purpose to gather their responses about academic coverage, prior intimation about the lecture topic, opportunities for interaction with teachers, internet connectivity and various teaching methods employed by the teachers and recommendations for improvement. The data was analyzed by means of SPSS version 25.0. Percentages were computed for responses on all the variables. Results: Total 1041 medical students gave feedback regarding their e-learning through Microsoft Teams. Theoretical aspect coverage, prior intimation of topic to be covered and student-teacher interaction during online classes were satisfactory according to 68%, 85% and 61% of students respectively. About 70% respondents claimed frequent internet connectivity issues during e-learning while 63% found Microsoft Teams interface incompatible. Broad band internet connection at home was available to only 60.10% students. Most (25%) students wanted improvement in software for smooth execution of their e-learning. Conclusion: Although online learning proved as blessing in disguise amid COVID-19 pandemic but being new experience for both students and teachers some problems were faced that can easily be rectified.

Objective: To determine the viewpoints of undergraduate medical students pertinent to online education carried out by their teachers amid COVID-19 pandemic Subjects & Methods: A cross-sectional descriptive study was carried out during August 2020 in order to evaluate the teachers with respect to their online teaching. Google forms were electronically administered to all 1st – final year medical students to gather their perspectives relevant to their respective teachers. About 266 medical students participated in this research through convenience sampling. Mean ± SD for each item was computed. The data was analyzed by means of SPSS version 25.0. Results: Of the total 266 medical students, highest proportion (53.75%) was constituted by final year MBBS students. Maximum response was received pertinent to teachers of Pathology followed by those of Surgery & Allied, Medicine & Allied and Gynaecology & Obstetrics. Students were 100% satisfied with online teaching attributes of Surgery & Allied Teachers while %   and  % were pleased with those of Medicine & Allied and Gynaecology & Obstetrics respectively. Well preparedness of the teachers for their online class got highest score (4.49 ± 1.05) while least score (4.07 ± 1.44) was computed regarding flexibility of the teachers in accommodating individual student needs. Students recommended making the e-learning sessions more interactive. Conclusion: Medical students were sufficiently contented with online teaching of their respective teachers. However, there is need to train the teachers for more interactivity during e-learning sessions.