. Amir Maroof Khan; . Somdatta Patra; . Piyush Gupta; . Arun Kumar Sharma; . Anil K. Jain
Volume 11, Issue 3 , March 2021, , Pages 1-7
Abstract
BACKGROUND: COVID‑19 pandemic has forced medical colleges around the world to shift toonline teaching. There is hardly any evidence regarding such rapid transitions to online teaching,especially ...
Read More
BACKGROUND: COVID‑19 pandemic has forced medical colleges around the world to shift toonline teaching. There is hardly any evidence regarding such rapid transitions to online teaching,especially from resource‑poor settings. We share our experience of developing an online teachingprogram based on teachers’ and students’ feedback.MATERIALS AND METHODS: A mixed methods study was conducted during the COVID‑19lockdown period in a public‑funded medical institute of India. Online feedback was obtained 3 weeksafter the beginning of emergency remote teaching. The responses by the students and teachersshaped the final online teaching program which reinforced the perceived strengths and addressedthe weaknesses. Observations were made for the proportion of scheduled lectures delivered throughdigital platform and students’ attendance in the 1st week and last week of the study period.RESULTS: Feedback was obtained from 367 students and 56 teachers. Around three‑fourths of thestudents (76.7%) and teachers (73.2%) were satisfied with online teaching. The themes generated forbenefits of online teaching were similar for both students and teachers, but the perceived challengesdiffered. Students found online teaching more stressful, and teachers were apprehensive of the newtechnology and lack of a controlled environment.CONCLUSIONS: A rapid transition to development and implementation of an online teaching programwas found to be feasible and acceptable to the primary stakeholders. Not only the content but studentengagement and supportive environment for both students and teachers are essential requirementsin the context of an online undergraduate teaching program.