DOI: http://dx.doi.org/10.18203/2394-6040.ijcmph20210232

E-learning in COVID 19 period: first year students’ perspective: a web-based Google form descriptive study

Rose Davy C., Koushiki Mani

Abstract


Background: The current COVID-19 pandemic has drastically changed the paradigm of medical education. Face-to-face mode of teaching was the basis of traditional medical education. In this crisis situation, e-learning has become the only method of education for continuous learning. In this study, we attempt to find out the students’ perspective of various aspects of e-learning.

Methods: For the purpose of the study, a questionnaire was prepared to understand student’s attitude towards e-learning, their likes and dislikes about e-learning and also suggestions from their end to improve the existing modes of e-learning. The set of questionnaire (Google forms) along with informed consent was shared via whatsapp group at the end of physiology theory teaching session.

Results: 175 first year MBBS students gave their consent and participated in this study. The most preferred method of e-learning was power-point with recorded narration and the least preferred method was live classes. Poor connectivity issue is the major challenge faced by the students in our study.

Conclusions: In this COVID-19 era, the future of medical education has changed forever. E-learning is the new normal method of teaching. In order to be effective, students require support from Government, faculties and parents.

 


Keywords


COVID-19, E-Learning, Web-based survey

Full Text:

PDF

References


Global Education Coalition for COVID 19 Response. Available from: https://en.unesco.org/covid19/educationresponse. Accessed on 23 September 2020.

Balduf M. Underachievement among college students. J Adv Acad. 2009;20(2):274-94.

Britton B, Tesser A. Effects of time management practices of college grades. J Educat Psychol. 1991;83:405-10.

Gau S, Soong W, Merikangas K. Correlates of sleep-wake patterns among children and young adolescents in Taiwan. Sleep. 2004;27(3):512-9.

Roenneberg T. What is chronotype? Sleep Biol Rhythms. 2012;10:75-6.

Liaghatdar M, Ashoorion V, Avizhgan M. Compare the educational achievement of medical students with different circadian rhythms in difficult courses of basic sciences. Adv Biomed Res. 2016;5:58.

Abdelhamid TM. The multidimensional learning model: a novel cognitive psychology-based model for computer assisted instruction in order to improve learning in medical students. Med Educ Online. 1999;4(1):4302.

Lim EC, Ong BK, Wilder-Smith EP, Seet RC. Sustaining interest during lectures with the use of multimedia. Med Educ Online. 2006:1-4.

Sherbino J, Atzema C. “SARS-Ed”: severe acute respiratory syndrome and the impact on medical education. Ann Emerg Med. 2004;44(3):229-31.

Lim EC, Oh VM, Koh DR, Seet RC. The challenges of “continuing medical education” in a pandemic era. Ann Acad Med Singapore. 2009;38(8):724-6.