The new normal of medical education - challenges and opportunities

Karunathilake, Indika; Dissanayake, V. H. W.; Yasawardena, Surangi; Abegunawardena, A.; Raviraj, S.; Wijesinghe, P.S.; Anthony, Adrian; Wijesinghe, R. A. N. K.; Bowatte, S.; Wickramaratne, N.; Pathirana, K.D.; Pilapitiya, Senaka; Edirisinghe, Sampath; Hettiarachchi, D.; Kohombange, C.; Olipeliyawa, A.

doi:10.4038/seajme.v14i1.241

Cited by 7 publications

(11 citation statements)

References 11 publications

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“…In March–April 2020, in South Asia, even before the first lockdown in India was announced, schools and colleges including medical schools were closed. With clinical rotations cancelled, online teaching-learning modules were rapidly adopted in many colleges and has been particularly useful to international students who returned to their home countries [ 4 , 5 ]. The pandemic situation has brought significant changes to medical education including their transition from students to doctors [ 6 , 7 ].…”

Section: Introductionmentioning

confidence: 99%

Self-learning on COVID-19 among medical students in Bhutan: A cross-sectional study

Dorji

Tamang

Tilak

2021

Heliyon

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Background Bhutan lacks a medical school and all medical students are trained in Sri Lanka, Bangladesh and India. When the COVID-19 pandemic led to the closure of medical schools in these countries in March–April 2020, the medical students were repatriated to Bhutan. Upon return, they were kept in government-sponsored facility quarantine for 21 days. This study assessed their knowledge on COVID-19 as a part of self-learning and their attitude towards participation in government's health response to COVID-19. Methods This was a cross-sectional study among medical students who had returned to the country. The survey was conducted through an online questionnaire while the students were in facility quarantine. The sample size calculated was 129 and convenient sampling was used. Knowledge was assessed using 20 questions, each scored 1/20. Knowledge was considered “good” if the cumulative score was ≥80%, “satisfactory” if ≥60–79% and “poor” if <60%. Correlation between knowledge score and duration of clinical clerkship was tested using Pearson's correlation coefficient. Attitude of students towards their willingness to participate in the national COVID-19 response was tested using rating scales. Data were analysed using Stata 13.1. Results 120 medical students responded to the survey (response rate = 93%). Eighty-eight (74%) had good knowledge, 28 (23%) had satisfactory knowledge and only four (3%) had poor knowledge on COVID-19. The students scored high on the symptomatology, mode of transmission, prevention and treatment options and on local epidemiology; and scored low on the forms of mechanical ventilation and on home-management of non-critical cases. The knowledge score correlated with the duration of clinical clerkship they had undertaken ( r = 0.326, p = 0.001). The primary source of information were social media sites (102, 85%), television (94, 78%) and newspapers (76, 63%). The majority (78, 65%) were willing to participate in the government's COVID-19 response but could not identify what roles they could play. The fear of contracting COVID-19 was reported by eight students (7%). Conclusions Medical students had good knowledge on COVID-19 and had self-learned through social media, television and newspapers. The students held positive attitude towards participation in the government's COVID-19 response.

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Section: Introductionmentioning

confidence: 99%

Self-learning on COVID-19 among medical students in Bhutan: A cross-sectional study

Dorji

Tamang

Tilak

2021

Heliyon

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“…The scenario of medical education has rapidly evolved with adoption of online teaching-learning tools as a means of social distancing [9] while several colleges have adopted and approved online assessment [7,32]. In the wake of national lockdowns and ban on international travel, the Sri Lanka Medical Council approved the award of MBBS degrees of students who gave their theory and clinical examination conducted online at the Khesar Gyalpo University of Medical Sciences of Bhutan, Thimphu and assessed by their teachers in respective colleges.…”

Section: Discussionmentioning

confidence: 99%

“…With clinical rotations cancelled, students have reported reduced confidence and preparedness to work as doctors [7]. The online teaching-learning has been rapidly adopted across many colleges and institutions and has been particularly useful to those institutions with international students who returned to their native homes [9,10]. However, this is not served as a substitute for clinical exposure, clinical experience and collaborative learning opportunities [3].…”

Section: Introductionmentioning

confidence: 99%

Self-learning on COVID-19 among medical students and their preparedness to participate in government’s COVID-19 response in Bhutan: a cross-sectional study

Dorji

Tamang

Tilak

2020

Preprint

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Background: Bhutan lacks a medical school and all their medical students are trained outside in Sri Lanka, Bangladesh and India. When the COVID-19 pandemic let to closure of medical schools in these countries, the Bhutanese medical students were repatriated in March-April 2020. Upon return, they were kept in government-sponsored facility quarantine for 21 days. This study assessed their knowledge on COVID-19 as a part of self-learning and attitude as part of preparedness towards participation in government's health response to COVID-19. Method: This was a cross-sectional study among medical students who had returned to the country. This survey was conducted through an online questionnaire while the students were in 21-day facility quarantine. The sample size calculated was 129 and a convenient sampling was used. Knowledge was assessed using 20 questions, each scored 1/20. Cumulative score of score of >=80% was categorized as "good knowledge", score of >=60-79% was considered "satisfactory knowledge", and score <60% was considered "poor knowledge." Correlation between knowledge score and duration of clinical clerkship was tested using Pearson's correlation coefficient. Attitude of students towards their willingness to participate in the national COVID-19 response were tested using rating scales. Data were analysed using Stata 13.1. Results: 120 medical students responded to this survey (response rate = 93%). Eighty-eight (74%) had good knowledge, 28 (23%) had satisfactory knowledge and only four (3%) had poor knowledge on COVID-19. The students scored high on the symptomatology, mode of transmission, prevention and treatment options and on local epidemiology; and scored low on the forms of mechanical ventilations and on the home-management of non-critical cases. The knowledge score correlated with duration of clinical clerkship (r = 0.326, p = 0.001). The primary source of information were social media sites (102, 85%), television (94, 78%) and newspapers (76, 63%). The majority (78, 65%) were willing to participate in the government's COVID-19 response but could not identify what roles they could play. The fear of contracting COVID-19 was reported in only in 8.7%. Conclusions: The medical students had good knowledge on COVID-19 and were self-learned through social media, television and newspapers. The students held positive attitude towards participation in the government's COVID-19 response.

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“…Digitalization of medical education required a total paradigm shift of teaching and we are yet to make the transition fully. The pandemic has brought to the fore the importance of institutional readiness in making this transition (Karunathilake et al, 2020) As such owing to the novelty of this experience both the staff and the students will benefit immensely from training programs on the utilization of the available facilities and different online teaching tools. E-learning adaptation is to thus ensure the alignment of new tools to the educational needs and requirements of its users.…”

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confidence: 99%

“…To reap the benefits of this transition even beyond the pandemic student-driven active learning should be encouraged. In this light, the accessibility to resources is fundamental to its success (Karunathilake et al, 2020).…”

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confidence: 99%