Academic Crisis During COVID 19: Online Classes, a Panacea for Imminent Doctors

Shetty, Sandeep; Shilpa, C; Dey, Debayan; Sivapuram, Kavya

doi:10.1007/s12070-020-02224-x

Cited by 45 publications

(58 citation statements)

References 8 publications

(16 reference statements)

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“…However, web-based classes cannot provide such opportunities, which may add to medical students' worries about their academic achievements and result in high amounts of mental stress. Students have been reported to prefer studying in classrooms over having web-based classes due to the feeling of being together during classroom learning and the ability to share perspectives [6]. Therefore, the lack of peer contact and face-to-face communication with teachers in web-based classes may increase the risk of developing worry, anxiety, or even depression among medical students.…”

Section: Introductionmentioning

confidence: 99%

Coping Styles for Mediating the Effect of Resilience on Depression Among Medical Students in Web-Based Classes During the COVID-19 Pandemic: Cross-sectional Questionnaire Study

Zhao¹,

Sznajder²,

Cheng³

et al. 2021

J Med Internet Res

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Background Due to strict, nationwide, comprehensive COVID-19 protective measures, including home quarantine, all Chinese medical students began taking web-based classes beginning in the spring semester of 2020. Home quarantine, web-based classes, and the stress surrounding the COVID-19 pandemic may have triggered an increased incidence of mental health problems among medical students. Although there have been increasing amounts of literature on depression among medical students, studies focusing on positive psychological resources, such as resilience during the COVID-19 pandemic, still need to be expanded. Objective This study aims to assess depression among medical students who are taking web-based classes during the COVID-19 pandemic and to investigate the role of coping styles as mediators between resilience and depression. Methods A cross-sectional study of 666 medical students involving stratified sampling in Shenyang, Liaoning Province, China, was completed between March 20 and April 10, 2020. The participants responded to a self-administered, smartphone-based questionnaire, which included the Patient Health Questionnaire-9, Simplified Coping Style Questionnaire, and Ego Resilience 89 Scale. Hierarchical linear regression and structural equation modeling were used in this study. Results The prevalence of depression among the participants was 9.6% (64/666) in this study. The regression analysis revealed that grade (the year in which the medical student was in training) (P=.013), how well students adapted to web-based classes (P<.001), their levels of resilience (P=.04), and their coping styles were independent predictors for depression (P<.001). Resilience and positive coping styles were negatively related to depression (resilience: P=.04; positive coping styles: P<.001), and negative coping styles were positively related to depression (P<.001). The structural equation modeling analysis showed that the effect of resilience on depression was partially mediated by coping styles (P=.007). Conclusions In this study, it was found that the prevalence of depression was slightly low and coping styles mediated the association between resilience and depression among medical students during the COVID-19 pandemic. These findings have significant implications for future studies. Future studies and interventions should aim to improve resilience and promote positive coping styles.

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Section: Introductionmentioning

confidence: 99%

Coping Styles for Mediating the Effect of Resilience on Depression Among Medical Students in Web-Based Classes During the COVID-19 Pandemic: Cross-sectional Questionnaire Study

Zhao¹,

Sznajder²,

Cheng³

et al. 2021

J Med Internet Res

View full text Add to dashboard Cite

show abstract

“…In study conducted by Shetty et al, medical students preferred a combined online and classroom learning approach for their better academic development. 13 Rajab et al, in their study on challenges in online medical education found out that about 62.5% preferred blended conventional and online method of teaching, while only 25.5% preferred face to face instruction. 14 In another study on pharmacy students and faculty, done by Syofyan et al, majority favoured blended learning over fully online or face to face lectures.…”

Section: Discussionmentioning

confidence: 99%

Practices and perceptions of online teaching among faculty of medical colleges

Galidevara¹,

Kartheek

Kedari³

2021

Int J Res Med Sci

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Background: COVID-19 pandemic has enormously impacted the medical education system owing to a nationwide lockdown. The faculty of medical colleges had to face an abrupt switch from traditional classroom teaching to online teaching methods, which proved challenging. We aimed to evaluate the practices and perceptions of online teaching among faculty of medical colleges. Methods: An online survey tool consisting of socio-demographic variables, teaching experience details, online teaching practices, perceived self-efficacy and training and support received was used. Results: Only 89 of 108 faculty members participated were eligible for the survey. Majority (69.7%) belonged to the age 25-40 years, were Assistant Professors (44.9%) and from Private medical colleges (79.8%) and used Zoom application (71.6%) as their teaching tool. About 16.9% had previous experience of online teaching. Among the teaching practices, content related practices were frequently utilised by the faculty followed by effective communication practices. The overall responses for perceived self- efficacy were above neutral. The faculty received highest and least training/support in content specific knowledge and online classroom management respectively. Linear regression analysis revealed statistically significant positive association of perceived professional and technological self-efficacy with effective communication [(β=0.238, p=0.05), (β=0.510, p<0.001)] and content related practices [(β=0.309, p=0.007), (β=0.477, p<0.001)]. Conclusions: Addressing faculty concerns and appropriate training in the use of digital platforms can help improve online teaching practices thus facilitating effective e-learning. Post-pandemic, a blended classroom and online teaching curriculum would probably provide a better learning environment.

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“…The authors added that students missed several aspects of anatomy education, such as dissection lab, histology lab, face-to-face lectures, interaction with their mentors, and discussion with their classmates (Singal, Bansal et al 2020). A study done on undergraduate medical students in India revealed that about 31% of students prefer classroom learning only, 16% prefer online learning only while 53% prefer a combination of both methods (Shetty, Shilpa et al 2020). Students' preference of classroom learning is due to student teacher interaction, acquiring practical skills, and development of communication skills, while students' preference to online learning is due to its easy participation, and time investment (Shetty, Shilpa et al 2020).…”

Section: Discussionmentioning

confidence: 99%

Evaluation of the shift to emergency remote learning of veterinary anatomy during the COVID‐19 pandemic: A global students’ perspectives

Mahdy

2021

Preprint

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Purpose: The present study assessed the shift to remote teaching of veterinary anatomy during the COVID‐19 pandemic based on students’ perspectives. Methods: Participants were invited to answer an anonymous online Google Form questionnaire using the snowball sampling method. Only students who studied anatomy online during the COVID-19 lockdown period were eligible to answer the questionnaire. Results: A total of 961 participants were enrolled in this study from 87 countries and 6 continents. Data showed that the majority of students (81.6%) were interested in studying anatomy online during COVID-19 lockdown. Moreover, approximately 82% of students were comfortable with the technological skills and approximately 61% of students can understand online anatomy well during lockdown. Furthermore, approximately 52.76% of students believed that online learning of anatomy suited for theoretical, 8.74% believed that it suited for practical parts, and 30.28% believed that it suited for both theoretical and practical parts. On the contrary, about 36.63% of students thought that online learning of anatomy could replace face-to-face teaching. In conclusion, shifting to remote teaching appears to be a good and convenient approach during the lockdown period as shown by student interest to study anatomy online during the COVID-19 lockdown, their comfortability with the technological skills, and their level of understanding. However, practical classes with cadaver dissection and dealing with different anatomical specimens is essential for veterinary students, therefore, blended learning is recommended. Conclusion: the study highlighted several challenges associated with studying anatomy online during lockdown period and recommendation to overcome these challenges.

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Academic Crisis During COVID 19: Online Classes, a Panacea for Imminent Doctors

Cited by 45 publications

References 8 publications

Coping Styles for Mediating the Effect of Resilience on Depression Among Medical Students in Web-Based Classes During the COVID-19 Pandemic: Cross-sectional Questionnaire Study

Coping Styles for Mediating the Effect of Resilience on Depression Among Medical Students in Web-Based Classes During the COVID-19 Pandemic: Cross-sectional Questionnaire Study

Practices and perceptions of online teaching among faculty of medical colleges

Evaluation of the shift to emergency remote learning of veterinary anatomy during the COVID‐19 pandemic: A global students’ perspectives

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