Use of Information Communication Technology by Medical Educators Amid COVID-19 Pandemic and Beyond

Abstract

The COVID-19 pandemic has disrupted life and all forms of education. However, the impact on medical education is unique since the need for continuity of training medical students is urgent and traditionally calls for hands-on training and a physical presence. This is further compounded by the unavailability of teachers who are also serving as frontline health-care providers in the pandemic. This article discusses the role and types of information communication technology (ICT) tools in filling the gaps and ensuring educational continuity in medical education, collaboration, and learning, across the world in the current scenario. A variety of online collaboration tools and digital interventions are discussed. A comparison between the various ICT tools being used by medical educators is also presented. The potential and corresponding challenges of revamping the medical education system and incorporating ICT tools in the long run have also been discussed. Our work can serve as the basis of further studies on creating digital educational models in medical education.

Opinion of students on online education during the COVID ‐19 pandemic

“…Such tools typically support slideshows and a chatbox. Some universities are also disseminating course material through their websites (Chatterjee & Chakraborty, 2020) and their own learning management system (Mishra et al, 2020). Additionally, professors are taking help of virtual laboratories to teach science courses (Ray & Srivastava, 2020).…”

“…There has been a lot of advances in educational technology in the last few decades and the same proved to be immensely useful during this pandemic (Chatterjee & Chakraborty, 2020; Dhawan, 2020). Several online platforms to support online education were available (Nash, 2020).…”

Alternative Strategy Adopted in Practical Assessment for Pathology Postgraduate Certification Examination Amidst COVID-19 Nationwide Lockdown: An Indian Experience with a Novel Hybrid Method of Assessment

“…32 Worldwide, there has been a transition to online learning with the advent of virtual platforms as an acceptable form of examination tool which is here to stay. [33][34][35] Amidst the COVID-19 pandemic this may be adopted as a new normal mode of practical assessment for course examination until the situation stabilizes. Similarly, in other natural calamities such as earthquake, landslide, flood and many more man-made damage/danger such as security threats, such novel mode of practical examination may be the only possible option.…”

A Strategic Approach to Onsite Learning in the Era of SARS-Cov-2

“…Specifically, school readiness/preparedness, acquisition of PPEs, mobile technologies, blended learning, provision psychological counselling services, building stronger relationships at school, school parent-teacher collaboration, leveraging adequate funding, reducing class size, and redesigning a curriculum with varied content that promotes students' interest were found to be integral for resumption of onsite instruction. Although the COVID-19 has had a devastating effect on the education sector, it is a stimulus for educators across the globe to rethink how to improve teaching and learning [21], especially in the context of developing countries were onsite instruction is imminent and inevitable because of the failure of online education. Policymakers and stakeholders in education should prepare fully for both online and onsite learning activities.…”

“…Recognized as perhaps the biggest blow to the world's economy, the COVID-19 pandemic has resulted in an unprecedented disruption in all spheres of education, especially with the introduction of social-distancing norms [74]. Notably, in-person teaching, simulation laboratories, and conferences were cancelled [21].…”