Anatomy e-Learning Experience in Saudi Arabia During the COVID-19 Pandemic - A Narrative Review / Experiencia de Aprendizaje Electrónico de Anatomía en Arabia Saudita Durante la Pandemia de COVID-19 - Una Revisión Narrativa

SUMMARY: Anatomy is a three-dimensional subject which needs face-to-face interaction and faced major challenges during the pandemic warranted changes in medical education. A narrative review was conducted to assess the attitude and perception of students and teaching faculty of healthcare professional courses towards Anatomy online teaching in the Kingdom of Saudi Arabia (KSA). A five stage framework narrative reviews outlined by Arksey & O'Malley (2005) was adopted for the current study. Inclusion criteria was studies conducted in Saudi Arabian healthcare professional colleges regarding online Anatomy teaching during the pandemic from March 2020 to April 2023. PRISMA-ScR search strategy was employed for identifying relevant studies which were managed using Endnote reference manager version 20. Nine articles were included in the review out of which two were mixed method studies, two were qualitative and five were quantitative studies. Students and teachers were mostly found to be satisfactory of the Anatomy e-learning experience. Major setbacks found were student and teaching faculty's negative attitude towards online practical teaching and concerns regarding academic dishonesty in students during online examination. Role of digital proficiency of teachers and students in the success of e-learning was emphasized by the review. This narrative review has mapped out the strengths and gaps in remote Anatomy teaching in Saudi Arabia during COVID-19 pandemic. There is a generally successful transition to e-learning in KSA from conventional teaching in Anatomy during the pandemic notwithstanding a few challenges that need to be addressed to improve the teaching and learning experience of Anatomy. Keywords: Anatomy, Online, E-learning, Saudi Arabia.

La anatomía es un tema tridimensional que necesita una interacción cara a cara y enfrentó grandes desafíos durante la pandemia, que justificó cambios en la educación médica. Se realizó una revisión narrativa para evaluar la actitud y la percepción de los estudiantes y profesores de cursos para profesionales de la salud, hacia la enseñanza en línea de Anatomía en el Reino de Arabia Saudita. Para el estudio actual, se adoptó una revisión narrativa del marco de cinco etapas delineada por Arksey & O'Malley (2005). Los criterios de inclusión fueron estudios realizados en colegios profesionales del área de la salud de Arabia Saudita, con respecto a la enseñanza de anatomía en línea durante la pandemia desde marzo de 2020 hasta abril de 2023. Se empleó la estrategia de búsqueda PRISMA-ScR para identificar estudios relevantes que se administraron utilizando el administrador de referencia Endnote versión 20. Se incluyeron nueve artículos en la revisión, de los cuales dos eran estudios de métodos mixtos, dos eran estudios cualitativos y cinco eran estudios cuantitativos. Se encontró que los estudiantes y profesores, en su mayoría estaban satisfechos con la experiencia de aprendizaje electrónico de Anatomía. Los principales contratiempos encontrados fueron la actitud negativa de los estudiantes y profesores hacia la enseñanza práctica en línea y las preocupaciones sobre la deshonestidad académica de los estudiantes durante los exámenes en línea. La revisión enfatizó el papel de la competencia digital de profesores y estudiantes en el éxito del aprendizaje electrónico. Esta revisión narrativa ha mapeado las fortalezas y brechas en la enseñanza remota de anatomía en Arabia Saudita, durante la pandemia de COVID-19. En general, hay una transición exitosa al aprendizaje electrónico en Arabia Saudita desde la enseñanza convencional de Anatomía durante la pandemia, a pesar de algunos desafíos que deben abordarse para mejorar la experiencia de enseñanza y aprendizaje de Anatomía.

The Role of E-learning in Medical Education during the COVID-19 Pandemic: A Cross-Sectional Study of Student Perception

Background: In march 2020, with the declaration of COVID-19 as a global pandemic, the schools, colleges, and universities of the highly contagious areas of the world were instantaneously closed to mitigate the deleterious effects of COVID-19. Moreover, as a result of social distancing, the most effective preventative strategy since the emergence of COVID-19, medical education has been profoundly disturbed. In light of the prevailing pandemic, an abrupt shifting of the educational system was made from face-to-face learning to online methodologies to provide uninterrupted education to the students of the affected countries. By and large, traditional education was replaced by various forms of e-learning. The aim of this study was to evaluate the perception of e-learning in undergraduate medical students at Medical Colleges during covid pandemic. Material & Methods: This was a cross-sectional questionnaire-based study and was conducted from December, 2020 to February, 2021 in the CARe Medical College, Dhaka, Bangladesh. In the present study we included 270 undergraduate medical students as our participants and students who were not willing to participate were excluded from our study. Results: In our study we found the mean age of the respondents was 23.05 ± 1.28 years and majority of our students were female (68%) compared to male (32%). Most of the students (67%) had moderate grade of IT skills. We found major advantage of e-learning was the ability to record classes 67% and the disadvantage was poor internet speed (68.9%). Among all students, 51.1% & 6.7% students were able to increase knowledge, 62.6% & 3% were able to increase clinical skill and 37.8% & 7.4% were able to increase social skill via conventional & e-learning methods respectively. Majority (88.1%) students preferred face-to face learning method and 11.9% preferred e-learning method. Conclusion: In our study, we evaluated the student’s perception of e-learning and its associated advantages and disadvantages in terms of learning outcomes. While comparing e-learning and face-to-face learning among undergraduate medical students,we found face-to-face learning was considered the most effective way of learning to increase knowledge, practical skills and social skills. Therefore, most of our students preferred the face-to-face learning method compared to e-learning.

Scale to measure medical, nursing and midwifery students' engagement in an e-learning histology course / Escala para medir la participación de estudiantes de medicina, enfermería y obstetricia en un curso de histología e-learning

SUMMARY: E-learning courses become increasingly important and relevant in medicine and health sciences over the last decade. However, there are few teaching experiences of e-learning histology courses published in the literature worldwide. Moreover, most of these studies focus on the didactic aspects of the course without exploring student participation. The study presented below aimed to validate a scale to measure student participation in an e-learning histology course. We provide evidence of validity of the instrument based on its internal structure for use with medical, nursing, and midwifery students. The participants in this study were a group of 426 Chilean medical, nursing and midwifery students from a public university who completed the questionnaire in two consecutive semesters (2020-2021). Data from the first group of students were used to perform an exploratory factor analysis (EFA), while data from the second group of participants were used to perform a confirmatory factor analysis (CFA). The three factors identified according to the CFA were: "Habits of online," "Motivation for online learning," and "Interaction of online". After eliminating one of the initial items of the instrument, the scale showed acceptable psychometric properties suggesting that it is a useful instrument to measure students' perception of their participation in e-learning histology courses. The factors identified through the validation of the instrument provide relevant information for teachers and curriculum developers to create and implement different ways of encouraging student participation in e- learning histology courses to support online learning.

Los cursos e-learning han tomado mayor importancia y relevancia durante la ultima década en carreras de medicina y ciencias de la salud. No obstante, existen escasas experiencias docentes de cursos de histologia e-learning publicadas en la literatura mundial. Además, la mayoría de estos estudios se centran en los aspectos didácticos del curso sin explorar la participación de los estudiantes. El estudio que presentamos a continuación tuvo por objetivo validar una escala para medir la participación de los estudiantes en un curso de histología e-learning. Aportamos evidencia de validez del instrumento basada en su estructura interna para su uso con estudiantes de medicina, enfermería y obstetricia. Los participantes de este estudio fueron un grupo de 426 estudiantes chilenos de medicina, enfermería y obstetricia de una universidad pública quienes completaron el cuestionario en dos semestres consecutivos (año 2020-2021). Los datos del primer grupo de estudiantes se utilizaron para realizar un análisis factorial exploratorio (AFE), mientras que los datos del segundo grupo de participantes se utilizaron para realizar un análisis factorial confirmatorio (AFC). Los tres factores identificados según el AFC fueron: "Hábitos de los estudiantes en línea", "Motivación por el aprendizaje en línea", "Interacción de los estudiantes en línea". Luego de la eliminación de uno de los ítems iniciales del instrumento, la escala mostró propiedades psicométricas aceptables sugiriendo que es un instrumento útil para medir la percepción de los estudiantes sobre su participación en cursos de histología en formato e-learning. Los factores identificados mediante la validación del instrumento entregan información relevante para que los profesores y curriculistas desarrollen e implementen diferentes formas de estimular la participación de los estudiantes en cursos de histología e- learning y así apoyar el aprendizaje en formato online.

E-learning among 2-year MBBS students in a Government Medical College in South India – A KAP study

Background: E-learning or electronic learning is a popular modality to address the educational needs of a population. In the context of medical education, E-learning is useful but has its limitations. Aim and Objectives: This study was conducted among 2-year MBBS students of a Government Medical College in South India to know their knowledge, attitude, and practice of E-learning and also to learn from their experiences during the COVID pandemic. Materials and Methods: After obtaining informed consent, students were asked to fill up a questionnaire containing 15 questions in Google Forms and submit it. Results: This study shows that more than 70% of students consider themselves capable of using computers for everyday activities. They also reported using search engines and online animations for updated medical information. However, they preferred their course content to be delivered through blended learning, a combination of classroom and E-learning. The students reported poor internet connectivity as a major limitation in E-learning. They also suggested having a separate website for each college where the teaching material can be uploaded by the faculty and can be accessed by all the students of the institution. Conclusion: From this study, it can be concluded that a majority of students have good knowledge and are already using E-learning modalities. They are also open to the idea of blended learning for clinical cases.

Perspectives of nursing students on challenges of e-learning during early stages of the COVID-19 pandemic

Background: E-learning is becoming an important approach to teaching and learning in higher education institutions, including nursing training. Despite that, there are students who were never introduced to e-learning prior to the coronavirus disease 2019 (COVID-19) pandemic. Their challenges in relation to e-learning could differ from those of other students who had experienced the platform before, especially against the backdrop of the COVID-19 pandemic that brought an abrupt change in the approach to teaching, learning and assessment. Objectives: This study explored and described university nursing students' challenges in relation to e-learning during the early stages of the COVID-19 pandemic in a resource-constrained setting. Method: Qualitative exploratory and contextual design was used. The sample consisted of 17 participants who were conveniently selected, and data were collected by means of two focus groups and five individual interviews. Data analysis followed a qualitative content analysis process. Results: The five categories emanated from analysis are e-learning mode not suitable for practical components, challenges related to assessment of learning, connectivity issues, e-learning is a lonely journey and computer illiteracy and limited skills for the use of e-learning. Conclusion: Nursing students' challenges regarding e-learning during the early stages of the COVID-19 pandemic related to the learning of practical components, assessment, connectivity, a lack of interaction with peers and a lack of the skills required to operate e-learning tools.

Smart Phone Chat Apps for Teaching and Assessment in Orthopaedic Residency Training

@#Introduction: Smart Phone Chat Apps (SPCA) is an integral part of people’s daily routine including orthopaedic education. SPCA facilitates efficient communication and learner-based management especially now as remote flexible learning is becoming the new norm in this COVID-19 pandemic medical training. The study described the use of a chat app (Viber) as experienced by residents and consultants in the Section of Adult Orthopaedics of the institution of the principal author. It described the mode and dynamics of the chat discussion amongst its participants, its perceived usefulness in teaching and learning specifically its relevance and applicability, its potential as a supplementary assessment tool, as well as its perceived effects. Materials and methods: This is a phenomenological study and strictly adhered to data privacy. The principal author conducted a participant observation of residents’ threemonth clinical rotation at the study site. Mobile phone screenshots of the chat interactions and focus group discussions with consultants and residents were done. Residents were also requested to complete a questionnaire. All qualitative data were iteratively content analysed and emerging themes were summarised using NViVO-12. Frequencies and percentage distribution were used to analyse quantitative data. Results: Respondents included eleven senior, four junior residents, and nine consultants. Results show that SPCA is a useful, applicable, and relevant teaching and assessment tool. Influxes of multiple ideas per case were discussed realtime as the chat exchanges and interactions helped in the planning of the surgical management and eventual decisionmaking. SPCA also served as an effective surgical case log and online library, as well as an efficient, rapid, economical mode of information dissemination. The residents reported that it helped in developing their emotional maturity through self-reflection and self-criticism in the performance of their cases. The consultants concurred and added that they too were updated professionally in certain fields in orthopaedics. Conclusion: The SPCA is a helpful, relevant, and acceptable adjunct teaching and learning tool for clinical teaching and can be, to a certain extent, a supplementary formative assessment tool of the resident’s communication skills, work ethics, initiative, and diligence.

Online Classes Design and Delivery Based on Student Responses

Background : COVID-19 has made a series changes in all system of life especially in education. As a result, education has changed dramatically with the distinctive rise of e-learning. The present study was aim to examine the preference and perception of MBBS student on newly introduced online live video classes. Methods:An online questionnaire survey consisting of closed and open-ended questions on nine different categories such as accessing online video content, previous experience with online learning, interaction with video lectures addressing the content, duration, visualize, timings and screen size, perceived learning experience, the online content learning assessment methods and the experience with the online learning management system.Two hundred and thirteen undergraduate medical students were participating in this study. And it was conducted by the large medical institution in Andhra Pradesh. Results: The e-learning methods were encouraged and its gaining popularity among the medical students and faculty. Our analysis shown 97.7% students were highly satisfied and 2.3% were not satisfied with online classes on comparison to the traditional methods of learning. Conclusions:The teaching method and teachers support are the pivotal elements which enable online learning experience with a mutual relationship. Furthermore, the usefulness and acceptability of e-learning among medical students as a part of their curriculum is still not fathomed in medical education.

Learning strategies of dental students in Buenos Aires, Argentina prior to and during the COVID-19 pandemic / Impacto de la pandemia por covid-19 sobre las estrategias de aprendizaje de los estudiantes de odontología en Buenos Aires, Argentina

ABSTRACT Various theories have endeavored to explain how knowledge is accessed. Students, in order to learn, need a good repertoire of appropriate metacognitive and self-regulating strategies and knowledge, which they use consciously or unconsciously. Teachers, in addition to knowing how to teach, need to be aware of students' learning strategies, metacognition, and self-regulation, and of the impact of changes associated with recent pandemic scenarios. Aim: The aim of this study was to identify the study strategies preferred by dental students in two different scenarios: prior to and during the pandemic. Materials and Method: The sample consisted of third-year dentistry students at Buenos Aires University (UBA) during 2019 (Group GP, 141 students, face-toface activity) and 2021 (Group GE, 60 students, e-learning during the pandemic). Participants were asked (a) to provide demographic information (sex and age) and (b) to answer the abridged ACRA scale. Statistical treatment included descriptive tests; Chi2, binomial exact and Student's t-test (p<0.05). Results: The proportion of students who participated with respect to total students enrolled was 58.50% in 2019 and 26.20% in 2021, with female gender being significantly higher. There were significant differences in total number of participants during the different periods (p=0.001), and in gender distribution during the pandemic (p=0.007). Comparison between groups GP and GE showed no significant difference regarding preferences expressed in total values for the scale or for the domains. Analysis of preferences according to gender showed significant differences in total group (p=0.007) and the domains CLCS (Cognitive and Learning Control Strategies) (p= 0.008) and LSS (Learning Support Strategies) (p=0.002). The mean values of preferences selected by females were higher. Similar results were found upon analyzing preferences during the pandemic (n= 60) considering total score (p= 0.033) and the domains CLCS (p= 0.035) and LSS (p= 0.007). Conclusions: The study identified trends towards an increase in the score and consequently greater use of techniques included in the domains related to metacognition, especially among women. There is potential neutralization of the impact created by the methodological shift between the two periods (face-to-face and e-learning) probably as a result of the implicit adaptability, latent in students, regarding digital methodology, which enables them to adapt to learning in challenging situations.

RESUMEN Varias teorías se han esforzado por explicar cómo se accede al conocimiento. Para aprender, los estudiantes necesitan tener un conjunto de estrategias y conocimientos apropiados, y utilizarlos consciente o inconscientemente. Los docentes deben conocer las estrategias de aprendizaje, la metacognición y la autorregulación de los estudiantes, así como el impacto de los cambios asociados con los escenarios pandémicos recientes sobre esas estrategias. Objetivo: El objetivo de este estudio fue identificar las estrategias de estudio preferidas por los estudiantes de odontología en diferentes escenarios: previo y durante la pandemia. Materiales y Método: La muestra estuvo conformada por estudiantes de tercer año de la carrera de odontología (UBA) durante el año 2019 (Grupo GP, 141 estudiantes, actividad presencial) y 2021 (Grupo GE, 60 estudiantes, e-learning durante la pandemia). Los participantes proporcionaron información demográfica (sexo y edad) y respondieron el cuestionario ACRA abreviado. El tratamiento estadístico incluyó medidas de tendencia central, dispersión y distribución de frecuencias, prueba Chi2, binomial exacta y prueba t de Student (p<0,05). Resultados: La distribución de estudiantes que participaron con respecto al total de estudiantes matriculados fue de 58,50% en 2019 y 26,20% en 2021, siendo significativamente mayor el género femenino. Hubo diferencias significativas en el número total de participantes durante los diferentes períodos (p=0,001) y en la distribución por género durante la pandemia (p=0,007). La comparación entre los grupos GP y GE no mostró diferencia significativa en cuanto a las preferencias expresadas en valores totales para la escala o para los dominios. El análisis de preferencias según género mostró diferencias significativas en: grupo total (p=0,007) y los dominios ECCA (Estrategias de Control Cognitivo y de Aprendizaje) (p= 0,008) y EAA (Estrategias de Apoyo al Aprendizaje) (p=0,002). Los valores medios de las preferencias seleccionadas por las mujeres fueron más altos. Resultados similares se encontraron al analizar las preferencias durante la pandemia (n= 60) considerando la puntuación total (p= 0,033) y los dominios ECCA (p= 0,035) y EAA (p= 0,007). Conclusiones: El estudio identificó un aumento en el puntaje y consecuentemente un mayor uso de técnicas incluidas en los dominios relacionados con la metacognición, especialmente entre las mujeres. Existe una potencial neutralización del impacto creado por el cambio metodológico entre los dos períodos (presencial y e-learning) probablemente como resultado de la adaptabilidad implícita, latente en los estudiantes, respecto a la metodología digital, que les permita adaptarse al aprendizaje en situaciones desafiantes.

Comparison of ultrasonography learning between distance teaching and traditional methodology. An educational systematic review

ABSTRACT BACKGROUND: Use of the web for radiological education is an obvious application. Many computer-based teaching materials have been developed over recent years, and e-learning is becoming increasingly popular in medical schools. OBJECTIVE: To assess whether the effectiveness of distance-learning and/or e-learning, m-learning and web-based methods are equivalent to traditional methods. DESIGN AND SETTING: Systematic review of comparative studies of teaching techniques guided by Best Evidence Medical Education. METHODS: A search was carried out in the MEDLINE, EMBASE, Cochrane Library, Tripdatabase, CINAHL and LILACS online databases in April 2020, for original publications in all languages. The following MeSH terms were used: Ultrasonography; Teleradiology; Telemedicine; Education, Medical; Teaching; and Simulation Training; along with the terms e-learning, m-learning and web-based. All eligible studies were assessed using the Kirkpatrick model and Buckley's quality indicators. RESULTS: The search in the databases and a manual search resulted in 4549 articles, of which 16 had sufficient methodological quality for their inclusion. From analysis of these data, it was observed that teaching of ultrasonography using telemedicine methods is similar to the traditional method, except for venous access procedures, for which the studies did not show agreement. CONCLUSION: We found that learning via telemedicine methodologies presents great acceptance among students, besides demonstrating quality similar to the traditional method. Thus, at least at the moment, this has the capacity to serve as an important adjunct in the teaching of ultrasonography. REGISTRATION NUMBER: DOI: 10.17605/OSF.IO/CGUPA at the OPENSCIENCE Framework.

Colecistectomía laparoscópica: técnica por video e-learning

Introducción: La Colecistectomía laparoscópica es una de las cirugías más frecuentes en nuestro país. Diversas dificultades han limitado una buena formación al respecto. Contar con un apoyo educativo capaz de transmitir la experiencia quirúrgica que facilite su aprendizaje, resulta imprescindible. Objetivo: Describir la técnica quirúrgica de una colecistectomía laparoscópica estándar incorporando elementos propios de la decisión quirúrgica, apoyado en tecnología e-learning. Materiales y Método: Estudio descriptivo. Se confeccionó material audiovisual de una colecistectomía laparoscópica, editado con apoyo de dibujo y animación 3D, e incorporando elementos técnicos propios del acto quirúrgico. Finalmente se redactó el texto de la técnica y se enlazó a través de códigos QR a capsulas del material audiovisual confeccionado. Resultados: Cinco pasos descriptivos claves de la colecistectomía laparoscópica apoyados con enlaces directos, tanto a través de un link asociado al texto como a través de una imagen QR anexa, a capsulas audiovisuales con información técnica y estratégica propia del ejercicio quirúrgico intraoperatorio. Conclusión: Técnica quirúrgica de una colecistectomía laparoscópica expuesta paso a paso apoyado con material audiovisual de una forma dinámica e innovadora, basado en nuevas tecnologías facilitadoras del aprendizaje.

Background: The laparoscopic cholecystectomy's technique has a great relevance in training programs. Their teaching requires a methodology that incorporates technical details that are lost with just reading or watching the procedure. Aim: This study presents the description of the surgical steps associated to an anatomical e-learning support that includes strategic and technical elements. Materials and Method: A standard laparoscopic cholecystectomy was used to make an educational video highlighting the critical aspect and concepts of its execution. The video incorporated drawings, painting and animations that fa- cilitate understanding. It was split and linked to Qr codes. Results: The detailed description of the steps of a cholecystectomy, such as a proper exposure of the surgical field, the dissection of the hepatocystic triangle, the safety view or gallbladder release, was associated with a Qr link. Conclusión: A step-by-step laparoscopic cholecystectomy in a dynamic and innovative way with an audiovisual support that facilitate learning.

Perception of Phase 1 MBBS students on E- Learning and online assessment during Covid-19 at Govt. Medical Colleges, West Bengal, India

Introduction: This study investigated medical students' perception of E-learning and online assessment during Covid- 19 and their suggestion to overcome the problems. A total of 300 1st year medical students of Calcutta NationalMethod: Medical College and Rampurhat Govt. Medical College were surveyed by a pre-validated semi-structured questionnaire that was provided to the 2021-22 batch. Among 242 respondents (169 at CNMC and 73 atResult: RPHGMC)159 were males (mean age 20.14 ±2.22yrs.) and 83 were females (mean age 19.65±.1.1yrs.). 68.8% of students of both the colleges revealed that offline traditional teaching is more preferrable than e-leaning. They reported that e- learning is not much effective in practical physiology teaching. Poor network, Technical glitches and lack of communication with teachers are outlined as major barriers in online teaching. Students did not prefer e-Conclusion: teaching over face-to-face teaching during the lock down situation.

Perception of undergraduate medical students toward online learning in comparison with traditional learning

Background: The E-Learning has significant impact in developing medical education and accepted by medical students. It can be used either as sole platform for teaching or can be integrated with traditional teaching. However, during the time of COVID-19 outbreak, online learning was ahead and continued to provide education in the pandemic phase. Aims and Objectives: The study was aimed to assess medical students’ perception toward usefulness and challenges of online learning and to compare the students’ perception toward online learning and traditional learning. Materials and Methods: This survey based educational study was carried out among total no of 501 undergraduate medical students of our institution. A pre-validated structured feedback questionnaire was sent to the participants and the response was collected. Results: Out of 501 students, a total number of 201 (40.11%) students experienced that the online learning is not comfortable as well as it is exhausting in comparison of face to face learning. About 255 (50.8%) students thought that online learning does not motivate students for interactive learning. It was found that 52% students preferred traditional with online learning, 41.51% students liked face to face learning while only 6.38% students have chosen only online learning. Conclusion: The online learning has its own advantages but, classroom-based learning is still most preferred by students for effective learning in terms of motivation and interaction. However, it can be incorporated in traditional learning for better teaching learning experience.

Assessment of Knowledge, Attitude, Perception and Barriers of E-Learning among medical students : A Cross-Sectional Study

A learning system based on formalized teaching but with the help of electronic resources is known as E-learning. Countries around the world had imposed large-scale physical distancing measures and movement restrictions often referred to as ‘lockdowns’, to slow COVID?19 transmission by limiting contact between people. Students around the country had to undergo E-learning. The study is conducted to assess the knowledge and perception about E-learning among medical students, to assess the factors which act as a barrier to effective learning via E-learning platforms. A pre-tested questionnaire is sent to the undergraduate students of Osmania Medical College. 117 students were included in the study. Data was collected in Google Forms and analyzed using Google sheets. 91.5% of students had adequate knowledge and only 43.6% of students had a positive attitude towards E-learning. There is no significant difference between men and women in knowledge and attitude.

Perception of medical students regarding E-learning during lockdown in COVID–19 pandemic: A cross-sectional study in a medical college, North Kerala

Background: The digital learning in this pandemic era of COVID-19 evolved out in a perplexed environment as a viable alternative to offline or traditional classes. The e-learning carries its own merits as well as demerits, but however, this happened to be the only possible solution in this dreaded situation. With respect to medicos, as they are prone to be exposed to environments connected with Covid infected patients, additional care including online classes turned to be the better option. Aim and Objective: To determine the perception of medical students regarding e-learning during lockdown in COVID19 pandemic. Settings and Design: A cross-sectional study was conducted among medical students of all the batches in a private medical College, Kozhikode. Methods and Material: Primary data were collected using structured Google questionnaire. Stratified sampling method has been adopted and the sample size was 400. Statistical analysis used: Data analysed using SPSS 18 software. Results: Majority of the participants used Zoom as modality of learning and half of the total participants got adapted to the system over time. During e-learning sessions, most of the medicos expressed their concerns regarding lack of clinical exposure, in addition to their losses in social communication skills. Factors such as the legitimate requirements of clinical phase students, issues of poor internet connectivity and health problems were inclined to demand traditional learning, which were statistically significant. Conclusion: Even though they were subjected to both online and offline methods of education, majority of respondents preferred traditional learning.

The Transition towards Virtual Teaching Learning Environment during COVID Pandemic : Medical Educator’s Perspective

Introduction : We are moving towards a technically advanced Medical Education. However, effectiveness of online Teaching, Learning (T/L) remained unknown until COVID-19 pandemic.Aim : This study was planned to assess the perception of e-educators towards online T/L, the challenges and possible solutions during pandemic. Methodology : A mixed method cross-sectional study was conducted among 126 medical educators through online google survey from July to September, 2020 in a Tertiary Heath Care Institute & 2 neighbouring medical college. Result : Non response rate was 32%, 72.2% were males, 63.9% were between 31 to 50 years of age, 58% were having 10 or more years teaching experience. 36.2% were from basic sciences, 69.5% were holding higher academic post. 61% preferred combination of face to face and e-learning Although online classes were helpful in terms of 63.8% convenience, (54%) flexibility, 77.5% felt difficulties teaching and assessing skills domain. The major challenges encountered were technical glitches, no active participation and suggested solutions were technical assistance, formative assessments and use of new T/L, assessment tools. Conclusion : Although the change was negatively perceived, it’s inevitable. Training of faculties, sensitization of students and conducive environment is needed to combat the challenges, to improve the e-education system in health profession.

Plataforma CLIMSS como herramienta de alfabetización en salud durante la crisis sanitaria de Covid-19 / CLIMSS online platform as a health literacy tool during the health crisis of Covid-19

Resumen: Objetivo: Describir a la plataforma Cursos en Línea Masivos del IMSS (CLIMSS) como herramienta de alfabetización en salud, a través de la evaluación de la eficiencia terminal, la ganancia de competencias y satisfacción de los usuarios de cursos en línea masivos en el tema de Covid-19. Material y métodos: Se analizaron datos de 20 cursos ofertados entre marzo y octubre de 2020. Se evaluaron las calificaciones pre y pos, el número total de registros, el total de cursos terminados y la satisfacción del usuario. Resultados: Se registraron un total de 4.9 millones de usuarios y 10 millones de inscripciones, en todos los estados de la República mexicana, con una eficiencia terminal de 85%, una ganancia de competencias de 30% y una satisfacción de 9.34 (10). Conclusiones: La plataforma CLIMSS ha mostrado ser una herramienta para la alfabetización en salud con un alcance de millones de mexicanos en temas relacionados con la crisis sanitaria Covid-19.

Abstract: Objective: To describe the Massive Online Open Courses (MOOC) or Cursos en Línea Masivos del IMSS (CLIMSS) platform as a health literacy tool by evaluating the terminal efficiency, the competence gains, and the users' satisfaction of the massive online courses offered by the Mexican Institute of Social Security, on Covid- 19. Materials and methods: Data from 20 courses offered between March and October 2020 were analyzed. We evaluated scores from the pre and post-tests, the total number of registries, total courses completed, and users' satisfaction. Results: We registered a total of 4.9 million users and 10 million registrations, in all Mexican states, with a terminal efficiency of 85%, a competence gain of 30%, and a users' satisfaction of 9.34 (10). Conclusions: The CLIMSS platform has proven to be a tool for health literacy reaching millions of Mexicans on Covid-19 related topics.

Asynchronous e-learning in microbiology for undergraduate medical students

Background: The most common teaching method in medical institutes in India and throughout the globe is standard lesson-based teaching. E-learning is the use of internet technology to facilitate conscious learning and increase knowledge and competences, notably during the COVID-19 epidemic. Aim and Objectives: The aim of study was to develop a module for an interactive disease-based e-learning teaching session to impart knowledge to undergraduate medical students regarding the microbiological diagnostic techniques for enteric fever/the given organism with objectives of the study was (i) to investigate how Phase II MBBS students feel about e-learning; (ii) to evaluate the impact of this intervention on students; and (iii) to encourage application of this imparted knowledge and skill for rapid, precise, and early diagnosis of the disease. Material and Methods: The research was conducted at the department of microbiology. This was done for the session 2020–2021 of Phase II undergraduate students. All the second professional MBBS were enrolled in the study n = 229 and were better informed about the definition of e-learning. The course material was provided in the form of PowerPoint presentations, questionnaires, and text questions using Google Docs. Students provided feedback in the form of a semi-structured pre-validated set of questions at the conclusion of the week, and the collected data were quantitatively analyzed. There were both closed-ended and open-ended questions in the survey. Results: The results of the feedback questionnaire revealed that the program was of benefit to the students. Nearly 77% of students felt the new teaching and learning method enhanced their grasp of the courses and that the issues presented were important to them. Conclusion: The students responded in a positive way to the new teaching and learning method. It was informative, applicable, and effective to the students. It also increased the level of communication and feedback between teacher and students. To conclude, in the medical program, e-resources may be used to enhance conventional lesson-based instruction.

La enseñanza de la asignatura Infectología en el grado. Dos años de experiencia virtual / THE TEACHING OF THE INFECTOLOGY SUBJECT IN THE DEGREE. TWO YEARS OF VIRTUAL EXPERIENCE

La educación a distancia es una modalidad de enseñanza con características propias asociadas con la creación de un espacio particular para generar, promover e implementar situaciones en las que se desarrolle el proceso de enseñanza-aprendizaje. La enseñanza a distancia o remota tiene dos pilares sobre los que se asienta: la sincronía y la asincronía. En la etapa sincrónica, los alumnos participan de una clase en vivo, mediante un entorno virtual que les permite compartir el espacio con el docente y otros estudiantes, respetando días y horarios específicos. La asincronía digital, por otro lado, permitirá a ese alumno abordar contenidos on demand, es decir, podrá interactuar con el contenido a su ritmo. La pandemia de COVID-19 ha llevado a la implementación del aislamiento preventivo como medida de salud pública y con esto, se presentan nuevos retos para las instituciones de educación superior y en especial para carreras con alto contenido presencial. Para evaluar el impacto en los alumnos de la asignatura Infectología en la carrera de Medicina de la Universidad de Buenos Aires, analizamos los últimos cuatro años de cursada de la materia. En la virtualidad, observamos una imposibilidad de sostener el estándar pedagógico didáctico de la enseñanza presencial. Esta modalidad de enseñanza condicionó los contenidos y los objetivos de la materia. En la pandemia también observamos una disminución en la cantidad de alumnos inscriptos a la evaluación final, fenómeno no del todo aclarado y al mismo tiempo, un incremento del porcentaje de alumnos reprobados, probablemente asociado a la falta de actividades prácticas en sala.

Distance education is a teaching modality with its own characteristics associated with the creation of a particular space to generate, promote and implement situations in which the teaching-learning process takes place. Distance or remote teaching has two pillars on which it is based: synchrony and asynchrony. In the synchronous stage, students participate in a live class, through a virtual environment that allows them to share the space with the teacher and other students, respecting specific days and times. Digital asynchrony, on the other hand, will allow that student to approach content on demand, that is, they will be able to interact with the content at their own pace. The COVID-19 pandemic has led to the implementation of preventive isolation as a public health measure and with this, new challenges are presented for higher education institutions and especially for careers with high classroom content. To evaluate the impact on the students of the Infectology subject in the Medicine career of the University of Buenos Aires, we analyze the last four years of studying the subject. In virtuality, we observe an impossibility of sustaining the didactic pedagogical standard of face-to-face teaching. This teaching modality conditioned the contents and objectives of the subject. In the pandemic, we also observed a decrease in the number of students enrolled in the final evaluation, a phenomenon that has not been fully clarified, and at the same time, an increase in the percentage of failed students, probably associated with the lack of practical activities in the classroom.

Medical students’ perception of online learning during COVID-19 pandemic in India-a survey

Background: The COVID-19 pandemic situation has immensely affected teaching in all institutions, especially in medical colleges. To minimize the impact of lockdown, current technology enabled online learning (E-learning) to be the important method of teaching the student during the COVID-19 pandemic. Aim and Objectives: The main objective of the present study to analyze perception of online teaching approach of medical students after 1 month of online learning without faceto-face learning. Materials and Methods: A survey was conducted by distributing an online questionnaire to 710 medical students. This research study was conducted from May 15 to May 16, 2021. Data gathered from the survey were analyzed with Epi info 7.1.5.0 software. Results: A total of 452 (63.66%) were male and 258 (36.34%) were female. Learning on your own place (80.1%), ability to stay at home (72.1%), access to online materials (59.2%), and ability to record meeting (49.8%) were the most frequent advantages of e-learning selected by medical students. The majority of students chose lack of interaction with patients (66.8%), technical problems (53.9%), reduced interaction with faculty (50.3%), social isolation (44.9%) as the main disadvantages. E-learning was considered less effective than face-to-face learning in terms of increasing skills (M = 2.1, M = 4.6, respectively) (P < 0.001) and social competences (M = 2.8, M = 4.8, respectively) (P < 0.001). Conclusion: The online learning was found to be advantageous as it provided flexibility and convenience for the learners. All these factors should be considered while developing an online course to make it more effective and productive for the learner.

Exploring the Potential Use of Supplementary E-learning Tools for Integrated Anatomy-Radiology Teaching

@#The evolution of anatomy education yields a variety of instructional strategies to enhance students’ comprehension of gross anatomy. Apart from these multi-modality approaches, various studies suggest that anatomy instruction is more effective when it is taught with radiological integration during the early phase of the medical curriculum. Studies have shown that the introduction of basic radiological knowledge in anatomy learning enhances visuospatial skills, which are important for safe clinical practice. Nevertheless, considerable variation in the radiological anatomy teaching exists in terms of delivery methods, radiological materials, and teaching time. One way to address these limitations is by using integrated radiology anatomy e-learning platforms. Recent advancements in technology have given rise to immense attention to e-learning platforms, which have been considered to be an effective modality in optimising the student learning process. Hence, this article explores the potential use of e-learning tools, namely integrated with radiological imaging, in teaching gross anatomy.