Evaluation of Online teaching by Undergraduate medical students of Rawalpindi Medical University amidst COVID-19 pandemic
Objective: To determine the viewpoints of undergraduate medical students pertinent to online education carried out by their teachers amid COVID-19 pandemic
Subjects & Methods: A cross-sectional descriptive study was carried out during August 2020 in order to evaluate the teachers with respect to their online teaching. Google forms were electronically administered to all 1st – final year medical students to gather their perspectives relevant to their respective teachers. About 266 medical students participated in this research through convenience sampling. Mean ± SD for each item was computed. The data was analyzed by means of SPSS version 25.0.
Results: Of the total 266 medical students, highest proportion (53.75%) was constituted by final year MBBS students. Maximum response was received pertinent to teachers of Pathology followed by those of Surgery & Allied, Medicine & Allied and Gynaecology & Obstetrics. Students were 100% satisfied with online teaching attributes of Surgery & Allied Teachers while % and % were pleased with those of Medicine & Allied and Gynaecology & Obstetrics respectively. Well preparedness of the teachers for their online class got highest score (4.49 ± 1.05) while least score (4.07 ± 1.44) was computed regarding flexibility of the teachers in accommodating individual student needs. Students recommended making the e-learning sessions more interactive.
Conclusion: Medical students were sufficiently contented with online teaching of their respective teachers. However, there is need to train the teachers for more interactivity during e-learning sessions.
2. Higher Education Responses to Coronavirus (COVID-19). 27th July 2020. Available at: https://www.ncsl.org/research/education/higher-education-responses-to-coronavirus-covid-19.aspx.
3. Soni VD, Global impact of E-learning during COVID-19. SSRN 2020; https://ssrn.com/abstract=3630073.
4. McFarlane AE. Devices and Desires: Competing Visions of a good education in the digital age. British Journal of Educational Technology 2019; 50(3): 1125–1136. doi: 10.1111/bjet.12764.
5. Huber SG, Helm C. COVID-19 and schooling: Evaluation, Assessment and Accountability in times of crises- reacting quickly to explore key issues for policy, practice and research with school barometer. Educational Assessment, Evaluation and Accountability 2020: 1-34. doi:10.1007/s11092-020-09322-y.
6. Eickelmann B, Gerick J. Learning with digital media: Objectives in times of Corona and under special consideration of social inequities. Die Deutsche 2020; 16: 153–162. doi:10.31244/9783830992318.09.
7. Sandhu P, de Wolf M. The impact of COVID-19 on the undergraduate medical curriculum. Med Educ Online.2020;25(1):1764740.
8. Hammond D, Louca C, Leeves L, et al. Undergraduate medical education and Covid-19: engaged but abstract. Med Educ Online. 2020;25(1):1781379.
9. Konig J, Jager-Biela DJ, Glutsch N. Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education 2020. DOI:10.1080/02619768.2020.1809650.
10. Khan AA, Niazi S, Saif SK. Universities unprepared for switch to remote learning. 26th March 2020. Available at: https://www.universityworldnews.com/post.php?story=20200326141547229.
11. Higher Education Commission, Pakistan. VCs commit to make E-learning successful to mitigate educational loss. Available at: https://www.hec.gov.pk/english/news/news/Pages/VCs-Commit-E-Learning.aspx.
12. HEC COVID-19 Policy Guidance No. 5 (Online Readiness). Available at: https://www.hec.gov.pk/english/HECAnnouncements/Documents/nCoVirus/Covid-19-Policy-Guidance-No.5-Online%20Readiness.pdf.
13. Heffernan A, Wilkinson J. Educational leadership and policy on rapidly shifting ground. Journal of Educational administration and history 2020; 52:2, 163-164. https://doi.org/10.1080/00220620.2020.1761305.
14. Hickland MM, Gosney ER, Hare KL. Medical student views on returning to clinical placement after months of online learning as a result of the COVID-19 pandemic. Medical Education Online 2020; 25: 1-2. https://doi.org/10.1080/10872981.2020.1800981.
15. Dhawan S. Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems 2020; 49(1); 5-22. https://doi.org/10.1177/0047239520934018.
16. Singh V, Thurman A. How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education 2020; 33(4): 289-306.
17. Di Pietro G. The academic impact of natural disasters: Evidence from L’Aquila earthquake. Education Economics 2017; 26(1), 62–77. https://doi.org/10.1080/ 09645292.2017.1394984.
18. Kim KJ, Bonk CJ. The future of online teaching and learning in higher education: The survey says. Educause Quarterly 2006; 4: 22-30.
19. Cojocariu VM, Lazar I, Nedeff V, Lazar G. SWOT analysis of e-learning educational services from the perspective of their beneficiaries. Procedia-Social and Behavioral Sciences 2014; 116: 1999-2003.
20. Ozuorcun NC, Tabak F. Is M-learning versus E-learning or are they supporting each other? Procedia - Social and Behavioral Sciences 2012; 46: 299-305.
21. Canadian Council on Learning. State of E-learning in Canada. Ottawa, Ontario. 2009. Retrieved from http://www.ccl-cca.ca/pdfs/E-learning/E-Learning_Report_FINAL-E.PDF.
22. The best 25 features of Microsoft Teams in 2020. Available at: https://www.stanfieldit.com/microsoft-teams/.
23. Basilaia G, Dgebuadze M, Kantaria M, Chokhonelidze G. Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. International Journal for Research in Applied Science & Engineering Technology 2020; 8 (3): 101-108. DOI: 10.22214/ijraset.2020.3021.
24. Naresh B, Rajalakshmi M. E-learning in India: A SWOT analysis. International Journal of Engineering Technology, Management and Applied Sciences 2017; 5(10): 30-34.
Copyright (c) 2021 Rizwana Shahid, Shazia Zeb, Sumaira Yasmeen, Muhammad Umar, Rai Asghar, Maryim Batul
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
All research articles published in the Journal of Rawalpindi Medical College (JRMC) are fully open access: immediately freely available to read, download, and share. Copyrights of all articles published in JRMC are retained by the authors. First publication rights are granted to JRMC. The journal/publisher is not responsible for subsequent uses of the work.
All articles are published under the Creative Commons Attribution (CC BY-SA 4.0) license.