Teaching can stimulate further learning as it involves interplay of three processes: metacognitive awareness; deliberate practice, and self-explanation. Coupled with immediate feedback and reflective exercises, learning can be measurably enhanced along with improved teaching skills.

Background: Higher education has undergone profound transformation due to recent technological advancements. Resultantly health profession students have a strong base to utilize information technology for their professional development. Studies over recent past reflect a striking change in pattern of technology usage amongst medical students expanding prospects exponentially by e-books, science apps, readymade power-point presentations, evidence based medicine, Wikipedia, etc. Aim & Objectives:The study was undertaken with an aim to explore the general perceptions of medical students and faculties about the role of Information Communication Technology in higher education and to gauge student's dependence on the same for seeking knowledge and information.Study Design: Cross-sectional, mixed research design.

BACKGROUND: Lockdown was imposed as a preventive measure for coronavirus disease pandemic. Social media was the most common tool available for the masses, including the 1 st year medical students during the lockdown. The objectives of the present study were to determine the extent of use of social media and the effects on mind-body and social distancing. MATERIALS AND METHODS: It was mixed research conducted on 1 st -year medical students using convenience sampling. The quantitative aspect of E-survey was administered through Google forms sent via E-mail, and structured telephonic interview was conducted as a qualitative aspect on randomly selected 10 students based on predecided interview questions. This study was reported as per the Checklist for Reporting Results of Internet E-Surveys. The analysis was performed using percentages and paired t -test with significance at P < 0.05, Chi-square test with Yate's correction. Qualitative responses were analyzed using coding and categorization. RESULTS: The response rate was 88%. Time spent on social media for >4 h increased from 1.1% to 47.72% during lockdown. Forty three (48.86%) of the students reported increased mood fluctuations. The relation between mood fluctuations and time spent on social media of >4 h was significant χ 2 = 6.41 with P < 0.05. Average hours of sleep after using social media before lockdown increased significantly from 6.68 h to 8.10 h during lockdown using paired t -test, where “t” was 6.84. There was a positive impact on communication with friends and family. CONCLUSION: Due to the increased extent of use of social media during lockdown, negative mind-body effects have surfaced but emerged as boon in terms of communication.

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