The Impact of the COVID-19 Pandemic on the Education of Medical, Dental and Non-Medical Healthcare Professionals in Bangladesh: Findings and Connotation

Abstract

Introduction: Lockdown measures in response to the COVID-19 pandemic had an appreciable impact on the education of all medical, dental and non-medical healthcare professional students. These included the closure of universities necessitating a rapid move to e-learning and a new practical approach to conducting teaching-learning classes. However, initially, there was a lack of knowledge and expertise regarding e-learning approaches and the affordability of internet bundles and equipment. Materials and Methods: We conducted two pilot studies to assess such current challenges, replaced by a two-stage approach including a full investigation involving 32 private and public universities during the early stages of the pandemic, followed by a later study assessing the current environment brought about by the forced tops. Results: The top challenges at the start of the pandemic included a lack of familiarity with the e-learning approaches, the cost of the internet, a lack of IT equipment and the quality of the classes. To address identified challenges, universities offered support to staff and students. Since then, e-learning approaches have widened the possibilities for teaching and learning at convenient times. However, challenges remain. Conclusions: There were considerable challenges at the start of the pandemic. Several key issues have been addressed with hybrid learning here to stay. The remaining challenges include a lack of ICT equipment. However, new innovations will continue.

Student’s perspectives, satisfaction and experiences with online and classroom learning during the COVID-19 pandemic: Findings and implications on blended learning

“…65,74 In addition, similar findings were reported from studies that were conducted across developed and developing countries including Sweden, 83 Bahrain, 67 Kazakhstan, 84 Saudi Arabia, 85 Kenya, 86 India, 87 Malaysia 88 and Bangladesh. 3 This is because blended learning offers many benefits to teachers and students including continued learning even with the closure of physical classes. 89 Furthermore, it improves the efficient use of time by avoiding challenges with double-booked venues as well as the lateness of the lecturer or unavoidable delays among students.…”

“…Challenges included a lack of resources to purchase the necessary equipment required for online learning. 1,3,45 –48 In addition, typically poor internet connectivity, 49 –51 power cuts 52 as well as living in remote areas with often a lack of a learning environment 35,50,53 and poor infrastructure for online learning. 51,54,55 These circumstances have all been cited to impact negatively on this mode of learning.…”

“…The coronavirus disease 2019 (COVID-19) and its consequences appreciably impacted many facets of life globally, including the education sector. 1 – 4 Due to the high transmissibility and rapid spread of COVID-19, lockdown measures were rapidly instigated across countries as key mitigation measures to curb the pandemic in the absence of effective treatments and vaccines certainly initially. 5 – 9 The consequent closure of universities and other educational establishments appreciably impacted learning programmes.…”

“… 5 – 9 The consequent closure of universities and other educational establishments appreciably impacted learning programmes. 1 , 3 , 10 – 13 Both students and academic staff were left to grapple with adjusting to online learning as well as grappling with concerns about the affordability of the necessary information and communication technology (ICT) equipment, internet bundles and approaches to effectively instigate online learning, especially among low- and middle-income countries (LMICs). 1 , 14 – 20 In the case of healthcare students, this included the added problems of conducting practical sessions as well as teaching patient care, which resulted in a rapid move towards simulations.…”

“… 1 , 33 , 34 In addition, and, as mentioned, there were challenges for students in terms of the necessary ICT equipment in addition to mobile phones, the prohibitive cost of internet bundles without financial support, having a quiet room available to listen and take part in lectures, workshops and simulations as well as adapting to e-learning approaches. 1 , 3 , 35 , 36 Students, and lecturers alike, have reported different experiences regarding online learning. 37 – 44 …”