Perception of faculty toward online teaching and learning in the undergraduate medical students during coronavirus disease-19 pandemic

Joshi, Krishna Prakash; Jamadar, Deepak; Dixit, Rohit

doi:10.5455/ijmsph.2020.09149202008092020

Cited by 9 publications

(13 citation statements)

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“…Educators preferred conventional classroom teaching over online mode. This finding is consistent with several Indian studies [22][23][24] as well as in studies of other countries. 11,25,26 However, in our study seventy (34.5%) Learners and fifteen (62.5%) Educators agreed to the use of E-learning for supplementing conventional classroom mode of teaching.…”

Section: Discussionsupporting

confidence: 93%

The Perspectives of Educators and Learners on E-Learning: A Cross-Sectional Descriptive Study in a Medical School

Padhi¹,

Balmuchu²,

Acharya³

et al. 2021

AMEP

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Purpose: To determine the challenges, effectiveness, level of reception and acceptance of E-learning by students (learners) and faculty (educators) in a medical college during the lockdown period of the COVID-19 pandemic. Methods: An online questionnaire-based cross-sectional study was conducted among learners and educators at AIIMS, Bhubaneswar, Odisha, India, in the month of August 2020. A total of 203 learners and 24 educators participated in the study. The link of the Google form containing the questionnaire was sent to the students and teachers, and the responses obtained were analyzed with SPSS software (version 20). Results: Two hundred three MBBS students and twenty-four faculty members participated in the study. In our study, 34.5% (n=70) learners and 62.5% (n=15) educators preferred supplementation of E-learning with conventional mode of pedagogy in the future. There was a significant correlation between the convenience and the effectiveness of E-learning. Both learners and educators considered E-learning to be moderately effective. The major problems faced by the educators while conducting online sessions were network issues, difficulty in conducting practicals, lack of controlled environment, and lack of attentiveness by the learners. More than half of the students were satisfied with the E-learning provided by the institute. Educators found E-learning to be moderately convenient, whereas they felt conventional classroom teaching is highly convenient. Conclusion: Educators and learners were quick to adapt to the online mode of learning but the shift was mired with initial challenges. There is a requirement of capacity building in terms of skill development and digital infrastructure building to ensure seamless and effective E-learning.

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Section: Discussionsupporting

confidence: 93%

The Perspectives of Educators and Learners on E-Learning: A Cross-Sectional Descriptive Study in a Medical School

Padhi¹,

Balmuchu²,

Acharya³

et al. 2021

AMEP

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“…13 Majority of the faculties had positive perception towards OTL activities. Similar finding was also reported by Joshi et al 14 Majority of them rated their perceived ease of using the online learning platform during the pandemic as satisfactory which was similar to other finding. 10 The most common perceived barriers to OTL activities were slow internet connection followed by frequent electricity interruption.…”

Section: Discussionsupporting

confidence: 90%

Perception of faculties towards online teaching-learning activities during COVID-19 pandemic: A cross-sectional study at a tertiary care center in Eastern Nepal

et al. 2022

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Introduction: Online teaching learning activities is totally a new modality of medical education in the country with new opportunities, experiences and challenges. Objectives of the study were to explore the perception of faculties towards online teaching learning activities conducted during the COVID-19 pandemic and to find out barriers and facilitators to conducting online teaching learning activities in our context. Methods: A web-based cross-sectional study was conducted among medical, dental, nursing and public health faculties using a semi-structured questionnaire. A Google Form was prepared and its link was sent to the faculties via email. Descriptive statistics were calculated using statistical package for the social sciences. Results: Out of 158 faculties, 105(66.46%) were male and 121(85.44%) were medical faculties. Only 16(10.13%) faculties had received formal training regarding preparing and/or delivering online teaching learning activities. Out of 158, 133(84.18%) faculties faced technical and internet issues. The most common advantage and disadvantage of online teaching-learning activities perceived by the faculties were ‘not limited to time or place’ (149, 94.30%) and ‘lack of interaction with the students’ (130, 82.28%) respectively. Majority (149, 94.3%) of them had positive perception towards online teaching-learning activities conducted during COVID-19 pandemic. Slow internet connection (145, 91.77%) and frequent electricity interruption (131, 82.91%) were the most common perceived barriers to online teaching learning. Conclusions: Most of the faculties had positive perception towards online teaching learning activities. Academic leaders and stakeholders should provide uninterrupted internet and electricity connectivity, training on online teaching-learning platform and timely technical support.

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“…This confidence in virtual teaching likely stems from our exposure to personalized learning experiences through online modules and accredited courses on various online platforms [ 20 ]. Similar findings were noted in a survey conducted in India with 56% faculty having good knowledge of e-learning with a high degree of acceptability of the benefits of e-learning [ 21 ]. These perceptions also reflect the efficiency and user-friendly configurations of commonly used virtual platforms in our institutions such as Zoom, WebEx Microsoft Teams and Google classroom.…”

Section: Discussionsupporting

confidence: 85%

A cross sectional survey on the effect of COVID-19 related restrictions on undergraduate and postgraduate medical education in Qatar

et al. 2022

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Background COVID-19 pandemic has affected all dimensions of day to day life across the world and medical education was no exception. With this study, we aimed to understand the effect of nationwide restrictions on medical education in Qatar, the models of education adopted during this period and perceptions of participants to the same. Methods We conducted a cross-sectional study utilizing an online questionnaire distributed via convenience sampling between April–October 2020. Study participants were faculty and trainees in governmental undergraduate and postgraduate medical education institutes. Two sets of questionnaires were designed for each group. They were asked a series of questions to assess pre- and post-COVID pandemic educational practices, their preferred teaching methods, and their familiarity with electronic teaching platforms. Faculty respondents were asked about their perceived barriers to delivery of medical education during the pandemic and their agreement on a 5-point Likert scale on specific elements. Trainees were asked a series of multiple-choice questions to characterize their pre- and post-COVID pandemic educational experiences. Both groups were asked open-ended questions to provide qualitative insights into their answers. Data were analysed using STATA software version 12.0. Results Majority of trainees (58.5%) responded that the pandemic has adversely affected medical education at both the undergraduate and postgraduate levels. Trainees (58.5%) and faculty (35.7%) reported an increased reliance on e-learning. Trainees preferred face-to-face education, while faculty preferred a combination of models of education delivery (33.5% versus 37.1%, p = 0.38). Although 52.5% of the faculty had no previous experience of delivering education through e-learning modalities, 58.9% however felt confident in using e-learning software. Conclusions Faculty and trainees agree that the COVID-19 pandemic has had a significant impact on the provision of medical education and training in Qatar, with an increased dependence on e-learning. As trainee’s prefer face-to-face models of education, we may have to consider restructuring of medical curricula in order to ensure that optimum learning is achieved via e-learning, while at the same time enhancing our use, knowledge and understanding of the e -learning methods. Further research is warranted to assess if these changes have influenced objective educational outcomes like graduation rates or board scores.

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Perception of faculty toward online teaching and learning in the undergraduate medical students during coronavirus disease-19 pandemic

Cited by 9 publications

References 0 publications

The Perspectives of Educators and Learners on E-Learning: A Cross-Sectional Descriptive Study in a Medical School

The Perspectives of Educators and Learners on E-Learning: A Cross-Sectional Descriptive Study in a Medical School

Perception of faculties towards online teaching-learning activities during COVID-19 pandemic: A cross-sectional study at a tertiary care center in Eastern Nepal

A cross sectional survey on the effect of COVID-19 related restrictions on undergraduate and postgraduate medical education in Qatar

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