Perceptions of faculty towards online teaching for undergraduate medical education: An interview-based qualitative study.

Background The Covid-19 pandemic drastically affected medical education. One consequence was the shift of teaching-learning process to the online mode. This left many teachers unprepared. Our medical education department of a large teaching hospital did a qualitative analysis of the perceptions of the faculty towards this forced change. Methods We conducted in-depth interviews with 10 of the nearly hundred undergraduate faculty of a teaching hospital in southern India, with a strength of 100 students per batch. The participants were chosen by purposive sampling so as to include all phases and seniority levels. Seven categories related to the topic of research were decided. These were given to the participants to then speak freely about. Standard methods for recording and transcribing were followed. Deductive content analysis was done to obtain the emergent themes. Results The faculty had a definite negative perception of online teaching. Lack of interaction, absence of immediate feedback and concerns about attendance were uniformly the biggest issues. Practical and clinical teaching was deemed nearly impossible to be taught online. The positives were the gradual comfort factor with online teaching, and the mental preparation for the long haul with this modality. Conclusion In-depth interview and its qualitative analysis proved useful in getting a deeper understanding of the perceptions of the medical faculty towards online teaching-learning. The negative and positive perceptions thus obtained have proved useful as feedback to the medical education department to suggest changes to improve the online teaching programme.

Pilot of a questionnaire study regarding perception of undergraduate medical students towards online classes: Process and perspectives.

BACKGROUND: The COVID-19 pandemic situation has forced a shift in medical education from physical classroom to virtual online teaching. However, students and teachers perceive this differently. It is important to study these perceptions to improve the teaching-learning process, and thus to validate the role of online learning in the country. OBJECTIVE: To document the process of a pilot for a questionnaire-based study regarding perception of undergraduate medical students towards on-going online classes. METHODS: Medical Education Department of a teaching hospital developed a new questionnaire with the primary objective of studying the satisfaction and usefulness of the online classes (e-Learning). Content validity was done. For the pilot work, 10% of the total student strength was targeted. Random purposive sampling from each phase of the undergraduate course was done to choose the participants. The questionnaire was administered via Google Classroom. It was an external, undeclared type of pilot. All the responses were documented and analysed for both changes in the questions as well as for statistical sample size derivation for the main study. RESULTS: Responses from 30 students were analysed for the pilot study. Based on the proportion of the level of satisfaction (23.3%) and usefulness (23.3%) of the on-going online classes observed, and with 20% relative precision and 95% confidence, the minimum sample size for the main study was calculated. The responses revealed the need for minor changes in the questionnaire tool for overall feasibility and achievement of the objectives of the main study. CONCLUSIONS: A pilot study is a necessary component for a research project, especially when it involves the use of a new tool. This paper shows the relevance of the same. The authors intend to convey the importance of documenting the processes of conduct of a pilot study, the issues involved therein, and the steps taken to resolve the same.

Effects of Integrated Amrita Meditation Technique on Anxiety, Depression, and Plasma Neurotransmitters on a Healthy Population: A Randomized Controlled Trial Followed by a Case-Control Study.

Objective: We aimed to study the short-term effects of Integrated Amrita Meditation (IAM) technique in anxiety and depression states and to have a better understanding on the underlying physiological changes related to short-term and long-term IAM practice. Design: Short-term IAM practitioners (ST-IAM) and long-term IAM practitioners (LT-IAM) were compared to control groups of the same age and naïve to yoga and meditation (ST-control and LT-control, respectively). Settings/Location: Kerala, India. Subjects: People that did not suffer from any major medical condition. All participants were naïve to yoga and meditation practices, except for the 5 LT-IAM practitioners. Intervention: ST-IAM practitioners underwent 2 community IAM practices and 5 individual IAM practices. LT-IAM practitioners (performing IAM regularly for more than 4 years) underwent a community IAM practice before the study. Outcome measures: Anxiety and depression states and physiological parameters from ST-IAM and ST-control groups were assed in two different visits (before and after the week of IAM practice or control condition). LT-IAM and LT-control subjects' physiological measurements were taken in only one visit. Results: Short-term IAM practice significantly decreased anxiety and depression states; two way ANOVA indicated differences on anxiety and depression scores across visits between ST-IAM and ST-control groups (Group effect: F(1, 25) = 6.083, p = 0.0209; F(1, 25) = 4.449, p = 0.0451). However, no changes were observed on their physiological parameters (heart rate, blood pressure, oxygen saturation, and dopamine and GABA plasma levels). Interestingly, LT-IAM practitioners showed increased GABA plasma levels than the LT-control group (p = 0.0358, t = 2.521, df = 8). Conclusions: Our study indicates the possible role of IAM technique on modulations of the plasma GABAergic levels and shows that one week of IAM practice is accompanied by a significant decrease of anxiety and depression states in the healthy population.

Perceptions of undergraduate medical students regarding institutional online teaching-learning programme.

BACKGROUND: Medical education all over the country has been forced to shift to e-learning, mainly online classes. In this scenario, the medical education department (MEU) of a teaching hospital under a deemed university felt the need to study the satisfaction and usefulness of these classes, as perceived by the undergraduate medical students. METHODS: Questionnaire survey was planned. A specially designed questionnaire was created, keeping in mind, the study objectives. It was validated, and a pilot was conducted, for modifications and to calculate sample size. The questionnaire was administered by email as Google Forms. The responses, which included quantitative and qualitative responses, were analysed, and feedback points noted. Percentage level of satisfaction and usefulness was calculated with 95% confidence interval. To test the statistical significance of the association of satisfaction levels amongst students of different Phases, chi square test was used. RESULTS: On a scale scoring for satisfaction, 53.6% scored moderate, 31% high, and 15.4% low satisfaction. 49.8% of the students were less satisfied about attending classes from home; 15.7% felt it was better. 57.1% of the students found the concept of online learning moderately useful, 31.4% found it minimally useful, 11.5%, highly useful. CONCLUSIONS: The undergraduate medical students perceived moderate satisfaction and usefulness with the on-going online classes. They expressed the desire to resume routine physical classes, especially for practicals and clinics. Points of improvement of the online teaching-learning programme were also obtained. This study revealed sufficient feedback to be shared with all stakeholders, regarding improvements in the online classes.