An alternative method of teaching for the medical students- the need of the hour

Abstract

Aim and Objective: The coronavirus disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in the medical education and health care systems worldwide. In India, responses to the COVID19 pandemic in medical education resulted in the closure of medical colleges and the adoption of online teachinglearning methods, which is challenging for both the faculty and students. Rising concerns among the students urged to evaluate the strengths and weaknesses of the ongoing online teaching and learning methods. The objective of the study was to find out the perceptions of the students and faculties regarding E-learning during the lockdown period of the COVID-19 pandemic. Methods: A descriptive cross-sectional study was conducted at the BS Medical College Bankura. A sample size of 500 was calculated. MBBS students of all semesters participated in this study. The responses were collected from 50 teachers. Two separate Google questionnaires for the students and teachers were developed and were validated by the Medical Education Unit of the college. The respective Google questionnaires were mailed to the students and faculty. The data were transferred to the Excel sheet and analysis was done on various parameters to derive descriptive statistics between classroom teaching and online teaching. Results: A total of 500 responses from the students and 50 responses from the faculties were received; 300 (60%) males and 200 (40%) females participated in the study. About 45% of the students and 40% of the teachers used mobile phones as their gadgets for E-learning and most of the teachers used laptops as their devices and preferred Google Meet as their platform of online teaching. Overall, only 10% of the teachers and 15% of the students preferred to use only E-learning. About 30% of the students preferred classical didactic learning; 50% of the teachers and 55% of the students preferred a combination of classical offline and E-learning as useful methods of learning. Conclusions: Students did not prefer E-learning over classroom learning. The teachers admit the usefulness of E-learning but classroom learning with rational use of E-learning is preferred by both.