Perception and attitude toward online versus traditional anatomy teaching: An internet-based cross-sectional study among Indian medical students during COVID pandemic

Abstract

Background: The COVID-19 pandemic necessitated conduction of online medical education in India in both synchronized and asynchronized modes. Before the pandemic, the online teaching had very limited role in anatomy education in India. Aims and Objectives: This study was conducted to know the student’s perceptions and attitudes regarding online versus traditional anatomy teaching, the problems hindering online anatomy learning, and the areas of anatomy students enjoyed in virtual lessons. Materials and Methods: A cross-sectional study was done among the 1st year medical students of various institutions of India based on a questionnaire applied by Google Forms. Relevant information on student’s sociodemographic profile and their perception toward online versus traditional anatomy teaching were obtained. Four-point Likert scale was used for the responses on perception of teaching. Two hundred and fifty-two responses were studied and statistically analyzed. Results: Two hundred students (79.36%)used smartphones and 205 students (81.34%) used mobile internet in online learning. More than 90% of students preferred traditional anatomy teaching whereas less than 50% of students liked online anatomy teaching. In comparison with gross anatomy, students preferred online teaching of embryology, histology, and radiological anatomy. One hundred and six students (42.06%) opined that the internet problems were the major obstacle and 87 students (34.52%) considered the physical problems as main hindrances in online classes.Statistically significant increase in screentime after commencement of online class was seen among study participants. Conclusion: Majority of students preferred (statistically significant) traditional anatomy teaching over online anatomy teaching. Although students enjoyed online learning on selected topics of embryology, histology, and radiological anatomy, the main hindrances encountered in online anatomy classes were internet problems and physical problems.

Satisfaction of lecturers and undergraduate students of medical faculties in Indonesia towards online anatomy learning during COVID-19 pandemic

“…Challenges in performing online learning are the internet connection quality and poor utilization skills in online technology support [ 14 ]. There were some typical issues usually faced by students when attending online classes, such as less intensive communication, overloaded tasks, unskillful use of technological tools, anxiety and stress (probably due to the pandemic situation), physical problems, and technophobia [ 15 , 16 ]. This difference in perspectives arose because lecturers seemed to have a difficulty in assessing students’ learning progress during online classes [ 6 ].…”

“…Kumari et al reported that a majority of students in the Medical College of Jharkhand India experienced network issues (53.89%), whereas, Sarkar et al with respondents from various universities in India reported internet difficulties experienced by 42.06% of the students. Other hindrance factors, such as personal communication skill, direct communication limitation, and other reasons can also be potential factors that are needed to be evaluated [16,24,25].…”

“…In Lahore, Fatima et al reported that 59.5% of respondents valued face-to-face learning more than online learning. In India, it was reported that 68.86% [24] to 98.41% [16] of respondents agreed that traditional teaching was better than online anatomy teaching.…”

Satisfaction of Lecturers and Undergraduate Students of Medical Faculties in Indonesia towards Online Anatomy Learning during COVID-19 Pandemic

“…In India, it was reported that 68.86% [22] to 98.41% [14] of respondents agreed that traditional teaching was better than online anatomy teaching.…”

“…et al reported that a majority of students in the Medical College of Jharkhand India experienced network issues (53.89%), whereas, Sarkar et al with respondents from various universities in India reported internet di culties experienced by 42.06% of the students. Other hindrance factors, such as personal communication skill, direct communication limitation, and other reasons can also be potential factors that are needed to be evaluated[14][22][23].…”