Sustaining academics during COVID-19 pandemic: The role of online teaching-learning

Kaup, Soujanya; Jain, Rashmi; Shivalli, Siddharudha; Pandey, Suresh K; Kaup, Soumya

doi:10.4103/ijo.ijo_1241_20

Cited by 208 publications

(203 citation statements)

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“…With the conversion of the traditional classroom to a student-centred learning environment, obtaining student feedback on all educational activity has become integral [ 4 ]. Sudden adaptations had to be made globally to the methodology and content in delivering education, to meet the challenges of COVID19 [ 5 , 6 ]. In the Sri Lankan context, online teaching is a completely new experience for both students and teachers.…”

Section: Discussionmentioning

confidence: 99%

A novel structure for online surgical undergraduate teaching during the COVID-19 pandemic

et al. 2020

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Background The Covid-19 pandemic necessitated the delivery of online higher education. Online learning is a novel experience for medical education in Sri Lanka. A novel approach to undergraduate surgical learning was taken up in an attempt to improve the interest amongst the students in clinical practice while maximizing the limited contact time. Method Online learning activity was designed involving medical students from all stages and multi consultant panel discussions. The discussions were designed to cover each topic from basic sciences to high-level clinical management in an attempt to stimulate the student interest in clinical medicine. Online meeting platform with free to use basic plan and a social media platform were used in combination to communicate with the students. The student feedback was periodically assessed for individual topics as well as for general outcome. Lickert scales and numeric scales were used to acquire student agreement on the desired learning outcomes. Results A total of 1047 student responses for 7 questionnaires were analysed. During a 6-week period, 24 surgical topics were discussed with 51 contact hours. Eighty-seven per cent definitely agreed (highest agreement) with the statement ‘students benefitted from the discussions’. Over 95% have either participated for all or most sessions. A majority of the respondents (83.4%) ‘definitely agreed’ that the discussions helped to improve their clinical sense. Of the total respondents, 79.3% definitely agreed that the discussions helped to build an interest in clinical medicine. Around 90% agreed that both exam-oriented and clinical practice-oriented topics were highly important and relevant. Most widely raised concerns were the poor Internet connectivity and limitation of access to the meeting platform. Conclusion Online teaching with a novel structure is feasible and effective in a resource-limited setting. Students agree that it could improve clinical interest while meeting the expected learning outcomes.

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Section: Discussionmentioning

confidence: 99%

A novel structure for online surgical undergraduate teaching during the COVID-19 pandemic

et al. 2020

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“…We found interruption of online classes in a significant proportion of students, and this might be because many residents accessed the classes on mobile and possible interruption arising thereof during incoming calls. Further, it is challenging for teachers to continuously engage students due to issues like attention span, multi-tasking while attending sessions, poor audio and video quality and Internet issues [ 14 ].…”

Section: Discussionmentioning

confidence: 99%

Utility of Real-Time Online Teaching During COVID Era Among Surgery Postgraduates

et al. 2020

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A cross-sectional study was conducted to assess the utility of online teaching for general surgery postgraduate residents at the end of 1 month of online teaching during the COVID-19 lockdown. A questionnaire related to different aspects of online teaching was developed on a 5-point Likert scale from “strongly agree” to “strongly disagree”. Following a pilot study, the questionnaire was shared among surgery residents, and response collection was done. The residents who did not attend at least 90% of scheduled classes were excluded. A total of 55 resident doctors without prior experience of online teaching program were enrolled in the study. All the participants responded to all questions and submitted their responses within stipulated time. On the basis of validity testing, questions 1 and 2 were found invalid and hence deleted. The median value for the total cohort was 4 indicating that majority of residents gave affirmative response. On segregating the result with the year of residency program, similar results were found in the 1st year and 2nd year group; however, the 3rd year group showed a median of 3, thus eliciting that only 50% of 3rd year residents liked online teaching. From the present study, it can be concluded that the online teaching is a feasible alternative to the physical class among surgical postgraduates. The questionnaire utilized in the present study can be used for assessing similar online teaching protocols.

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“…Technology related challenge and clinical skill training are the two paramount constraining factors. [7,8] Other crucial constraining factors include student interest captivation and emotional wellbeing. These could be overcome by using simulation based training apps, establishing a fast and reliable internet connection, prior training of teachers in using this technology, flexibility in time and a shorter duration of classes.…”

Section: Preferred Approach Of Learning During Pandemicmentioning

confidence: 99%

Academic Crisis During COVID 19: Online Classes, a Panacea for Imminent Doctors

Shetty

Shilpa

Dey

et al. 2020

Indian J Otolaryngol Head Neck Surg

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Introduction COVID 19 made a serious impact on many aspects of everyday life. The world saw a paradigm shift in the education system favouring online learning during the constrains of pandemic. Methodology To assess the attitude of the students towards online learning in subject of ENT, we conducted an observational study among 170 third year MBBS undergraduate students of our institute attending online classes through the student portal of our university website. Results Our survey revealed students favoured online learning to sustain their academic interest and development during this pandemic. Yet, they perceived many challenges during online learning like lack of face-to-face interactions, lack of socialization, distraction by social media, technology related issues etc. Students also opted for a combined approach of learning in the post pandemic period. Conclusion This article reflects the challenges faced during online learning and added the innovative methods that can be included to overcome the obstacles of online learning. During this period of COVID, one must embrace the alternative to classroom learning to keep up with one's academic development and can consider an integrated approach of learning after the pandemic.

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Sustaining academics during COVID-19 pandemic: The role of online teaching-learning

Cited by 208 publications

References 0 publications

A novel structure for online surgical undergraduate teaching during the COVID-19 pandemic

A novel structure for online surgical undergraduate teaching during the COVID-19 pandemic

Utility of Real-Time Online Teaching During COVID Era Among Surgery Postgraduates

Academic Crisis During COVID 19: Online Classes, a Panacea for Imminent Doctors

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