Highlights The Internet-based e-learning gave students the flexibility of education. Students preferred face-to-face teaching but adapted to Internet-based e-learning. Clinical experience can never be replaced entirely via e-learning platforms. Challenges include poor Internet connectivity, low morale and mental stress. Hybrid learning strategies would become more common even after the COVID-19 crisis.

Background:Participation in research during undergraduate studies may increase students’ interest in research and inculcate research essentials in them.Aims:The purpose of this study was to evaluate the effectiveness of the mentored student project (MSP) program.Settings and Design:In the MSP program, students in groups (n = 3 to 5) undertook a research project, wrote a scholarly report, and presented the work as a poster presentation with the help of a faculty mentor. To begin with, the logic model of the program was developed to identify short-term outcomes of the program on students, mentors, and the institution. A quasi-experimental design was used to measure the outcomes.Materials and Methods:A mixed method evaluation was done using a newly-developed questionnaire to assess the impact of the MSP on students’ attitude, a multiple-choice question (MCQs) test to find out the impact on students’ knowledge and grading of students’ project reports and posters along with a survey to check the impact on skills. Students’ satisfaction regarding the program and mentors’ perceptions were collected using questionnaires. Evidence for validity was collected for all the instruments used for the evaluation.Statistical Analysis:Non-parametric tests were used to analyze data. Based on the scores, project reports and posters were graded into A (>70% marks), B (60-69% marks), and C (<59% marks) categories. The number of MSPs that resulted in publications, conference presentation and departmental collaborations were taken as impact on the institution.Results:Students’ response rate was 91.5%. The students’ attitudes regarding research changed positively (P = 0.036) and score in the MCQ test improved (P < 0.001) after undertaking MSP. Majority of project reports and posters were of grade A category. The majority of the items related to skills gained and satisfaction had a median score of 4. The MSPs resulted in inter-departmental and inter-institutional collaborations, 14 publications and 15 conference presentations. An area for improvement noted was to have the MSP implemented in the curriculum without increasing students’ overall workload and stress.Conclusion:The study identified strengths and weaknesses of the MSP program. Our model of undergraduate research project may be incorporated in undergraduate medical programs to foster positive attitude and knowledge base about scientific research and to instil research skills among students.

Purpose During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT. Design/methodology/approach A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation. Findings The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery. Research limitations/implications The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions. Practical implications The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study. Social implications The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning. Originality/value The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.

Arti cial intelligence (AI) is an innovative tool that is revolutionising healthcare and medical physics, possibly impacting clinical practices, research, and the profession. The relevance of AI and its impact on the clinical practice and routine of professionals in medical physics were evaluated by medical physicists and researchers in this eld. An online survey questionnaire was designed for distribution to professionals and students in medical physics around the world. In addition to demographics questions, we surveyed opinions on the role of AI in medical physicists' practice, the possibility of AI threatening/disrupting the medical physicists' practice and career, the need for medical physicists to acquire knowledge on AI, and the need for teaching AI in postgraduate medical physics programmes. The level of knowledge of medical physicists on AI was also consulted. A total of 1019 responders from 94 countries participated. More than 85% of the responders agree that AI will play an essential role in medical physicists' practice. AI should be taught in the postgraduate medical physics programmes, and that more applications such as quality control, treatment planning will be performed by AI. Half of them thought AI would not threaten/disrupt the medical physicists' practice. AI knowledge was mainly acquired through self-taught and work-related activities. Nonetheless, many (40%) admitted that they have no skill in AI. The general perception of medical physicists is that AI is here to stay, and it will in uence our practice. Medical physicists should be prepared with education and training for this new reality.