Journal of Education and Health Promotion

Effect of webinars in teaching–learning process in medical and allied health science students during COVID‑19 pandemic: A cross‑sectional study

Document Type : Original Article

Authors

. Janani Sivaramalingam
. Kalai Selvi Rajendiran 1
. Monisha Mohan 2
. K. S. Premlal 3
. Santosh Kumar Yadhav 4
. D. V. Satyamurthy G 5
. Surendar Rangasamy 6
. M. Diravyaseelan 7
. Lendiwabang Jamir 8
. Durgesh Kumar Umaraj Pandey 9
. Surapaneni Krishna Mohan 10
. Ananda Vayaravel Cassinadane 11

1 Department of Biochemistry, Panimalar Medical College Hospital & Research Institute, Chennai, Tamil Nadu, India

2 Department of Biochemistry, Saveetha Medical College and Hospital, Chennai, Tamil Nadu, India

3 Department of Community Medicine, Malabar Medical College, Kozhikode, Kerala, India

4 Department of Microbiology, All India Institute of Medical Sciences, Deoghar, Jharkhand, India

5 Department of Biochemistry, Chettinad Health City, Kelambakkam, Chennai, Tamil Nadu, India

6 Department of Community Medicine, Sri Venkateshwaraa Medical College Hospital and Research Centre, Puducherry, India

7 Department of Biochemistry, All India Institute of Medical Sciences, New Delhi, India

8 Department of General Medicine, North Bengal Medical College, Siliguri, West Bengal, India

9 Department of Radiology, Mahishalkar Shinde Hospital, Sangli, Maharashtra, India

10 Department of Biochemistry, Panimalar Medical College Hospital & Research Institute, Chennai, Tamil Nadu, India Department of Medical Education, Panimalar Medical College Hospital & Research Institute, Chennai, Tamil Nadu, India

11 Department of Paramedical Sciences, Sri Venkateshwaraa College of Paramedical Sciences, Puducherry, India

Abstract
BACKGROUND: COVID‑19 pandemic lockdown has brought all sectors to be dwindled with
no exception of the academic system. Even professional courses like medical and allied health
academic courses were also not spared. The academic requirements were not met as required to
do so. Webinar has become a good source of virtual platform acting as a bridge for attaining the
gaps in accomplishing the curriculum to the students during these curfew times. Our study aimed
to know the value of webinars on teaching–learning processes among the medical and allied health
science students in India.
MATERIALS AND METHODS: The study design is a cross‑sectional study with 2084 students
who attended at least one webinar. An online survey questionnaire was sent, and the data were
collected on participant’s perspective on the effectiveness of webinar, post webinar assessment
by their satisfactory level of gain of information through webinars and their plan to apply in future.
RESULTS: Participant’s perspective on effectiveness of webinar showed 66.7% of agreement with
the webinar use. In post webinar assessment, the use of webinar was in agreement with 69.9% of the
participants. Furthermore, we observed a significant association with the gain of information in post
webinar assessment (P < 0.05) and a significant association with their plan to apply in future (P < 0.05).
CONCLUSION: Our results showed that the students were satisfied with the webinar teaching and
acknowledged it to be an effective tool in the teaching–learning process to gain new knowledge and
wish to attend webinars in future as a part of their curriculum. Thus, webinars have a constructive
effect in the teaching and learning process in professional courses during pandemic lockdown.

Keywords

COVID‑19
E‑learning
pandemic
specific learning objectives
webinar
1. Mihai A. Teaching European studies online: The challenge of
quality assurance. Eur J Open Distance Elearn 2009; 12: n. pag.
2. Zayapragassarazan Z. COVID‑19: Strategies for engaging remote
learners in medical education. Online Submission 2020;9:1‑8.
3. Carraccio C, Englander R, Van Melle E, Ten Cate O, Lockyer J,
Chan MK, et al. Advancing competency‑based medical education:
A charter for clinician‑educators. Acad Med 2016;91:645‑9.
4. Frank JR, Snell LS, Cate OT, Holmboe ES, Carraccio C, Swing SR,
et al. Competency‑based medical education: Theory to practice.
Med Teach 2010;32:638‑45.
5. Gegenfurtner A, Ebner C. Webinars in higher education and professional training: A meta‑analysis and systematic review of
randomized controlled trials. Educ Res Rev 2019;28:100293.
6. Toquero CM, Talidong KJ. Webinar technology: Developing
teacher training programs for emergency remote teaching amid
COVID‑19. Interdiscip J Virtual Learn Med Sci 2020;11:200‑3.
7. Polanco‑Bueno, R. Blogs, webinars and significant learning: A case
report on a teacher training program for college teachers. Higher
Learn Res Commun 2013;3:56‑67.
8. Sweeney S. Internationalisation and the use of electronic media
in teaching and assessment. Live webinars and audio feedback:
Apparent benefits and drawbacks. Enhancing Learn Soc Sci
2009;2:1‑21.
9. Mayorga EP, Bekerman JG, Palis AG. Webinar software: A tool for
developing more effective lectures (online or in‑person). Middle
East Afr J Ophthalmol 2014;21:123‑7.
10. Avila CC, Quinn VP, Geiger AM, Kerby TJ, St Charles M,
Clough‑Gorr KM. Webinar Training: An acceptable, feasible and
effective approach for multi‑site medical record abstraction: The
BOWII experience. BMC Res Notes 2011;4:430.
11. Gegenfurtner A, Zitt A, Ebner C. Evaluating webinar-based
training: A mixed methods study of trainee reactions toward
digital web conferencing. Int J Train Dev 2020;24:5‑21.
12. Mihai A. The virtual classroom: Teaching European studies
through webinars. Eur Polit Sci 2014;13:4‑11.
13. Pan CC, Sullivan M. Promoting synchronous interaction in an
eLearning environment. THE J 2005;33:27‑30.
14. Rich SR, Komar S, Schilling B, Tomas SR, Carleo J, Colucci SJ.
Meeting extension programming needs with technology: A case
study of agritourism webinars. J Extension 2011;49:6FEA4.
15. Wang SK, Hsu HY. Use of the webinar tool (Elluminate) to
support training: The effects of webinar‑learning implementation
from student‑trainers’ perspective. J Interact Online Learn
2008;7:175‑94.
16. Likert R. A technique for the measurement of attitudes. Arch
Psychol 1932;22:5‑55.
17. Sullivan GM, Artino AR Jr. Analyzing and interpreting data from
likert‑type scales. J Grad Med Educ 2013;5:541‑2.
18. Kang J, Hense J, Scheersoi A, Keinonen T. Gender study on
the relationships between science interest and future career
perspectives. Int J Sci Educ 2019;41:80‑101.
19. McDonald B, Haardoerfer R, Windle M, Goodman M, Berg C.
Implications of attrition in a longitudinal web‑based survey: An
examination of college students participating in a tobacco use
study. JMIR Public Health Surveill 2017;3:e73.
20. Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E‑learning in
medical education. Acad Med 2006;81:207‑12.
21. Biradar A. Webinar: The new way of continued medical education.
Indian J Surg 2020; 17:1‑2.
22. Gibbons A, Fairweather P. Computer-based instruction. In:
Tobias S, Fletcher J editors. Training & Retraining: A Handbook
for Business, Industry, Government, and the Military. New York:
Macmillan Reference USA; 2000.
23. Osueke B, Mekonnen B, Stanton JD. How undergraduate science
students use learning objectives to study. J Microbiol Biol Educ
2018;19:69.
24. Cunningham M, Elmer R, Rüegg T, Kagelmann C, Rickli A,
Binhammer P. Integrating webinars to enhance curriculum
implementation: AMEE Guide No. 136. Med Teach 2021;43:372‑9.
25. Al‑Balas M, Al‑Balas HI, Jaber HM, Obeidat K, Al‑Balas H,
Aborajooh EA, et al. Distance learning in clinical medical
education amid COVID‑19 pandemic in Jordan: Current situation,
challenges, and perspectives. BMC Med Educ 2020;20:1‑7.
26. Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H,
Ashini A, et al. Impact of the COVID‑19 pandemic on medical
education: Medical students’ knowledge, attitudes, and practices
regarding electronic learning. PLoS One 2020;15:e0242905.
27. Rastegar Kazerooni A, Amini M, Tabari P, Moosavi M. Peer
mentoring for medical students during the COVID-19 pandemic
via a social media platform. Med Educ 2020;54:762‑3.
28. Wentling TL, Waight C, GallaherJ, La FleurJ, Wang C, Kanfer A.
E‑Learning: A Review of Literature. Vol. 8. Urbana‑Champaign:
University of Illinois; 2000. p. 113.
29. Fadlelmola FM, Panji S, Ahmed AE, Ghouila A, Akurugu WA,
Domelevo Entfellner JB, et al. Ten simple rules for organizing a
webinar series. PLoS Comput Biol 2019;15:E1006671..
Journal of Education and Health Promotion
Volume 12, Issue 7
August 2022
Pages 1-9

Home

Guide for Authors

Submit Manuscript

Reviewers

Contact Us