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Cited by 11 publications
References 10 publications
Effect of COVID-19 Pandemic on Oncology Residency Training in India and a Novel Online Academic Solution: Results of an Online Survey
Purpose: Coronavirus disease 2019 has had a global effect on the training of residents of medicine because of what has been required in the pandemic. The field of oncology has not been spared, as prepandemic training schedules have not been available for residents. We conducted an online survey to understand the effect of the pandemic and the effect of online teaching schedules as a measure to help residents of oncology in their training. Methods and Materials: An online survey consisting of 31 questions was sent through various social media platforms based on the training pattern before the onset of COVID-19, effect of the pandemic on educational activities, and the effect of online academic activities on residency training and learning. The survey addressed the need for online academics as an alternate mode of teaching. The survey was left open for a period of 4 weeks with participation requests from the various branches of oncology, including radiation, surgical and medical oncology, onco-anesthesia, palliative oncology, neuro-oncology, and so forth. The frequencies obtained in the survey were analyzed using descriptive statistical analyses. Results: After a 4-week period, there were 255 responses received from students of oncology from various specialties. Around 69.8.1% of respondents (n = 178) were junior residents, followed by senior residents (n = 72; 28.2%). The majority of the respondents were radiation oncologists (n = 204; 80%). Around 70.9% had an ongoing structured teaching program related to oncology training, with the majority (40.3%) of them having more than 3 hours every week of oncology-based training. Another 31.3% reported having 1 to 2 hours of such training every week, and 60.8% of participants agreed their training was affected by pandemic and related safety regulations. Most students (90.9%) found the online teaching sessions helped maintain training qualities as they were in the pre-COVID times. About 69.1% of the students felt that the quality of these online sessions was better compared with the institute-based onsite classroom teaching. However, as is expected, 77.6% of them agreed that their hands-on training was affected in the pandemic. When asked if online teaching can replace every aspect of classroom teaching, 66.7% of respondents did not agree. The majority (83.9%) felt that students should be given the opportunity to present a given topic under the supervision of a senior faculty member experienced and expert in that topic. The students pointed out the lack of practical exposure as the most common deficiency, followed by the lack of direct interaction with the teaching faculty. Conclusions: The pandemic has limited the access to essential training in the branches of oncology, and though online sessions cannot replace the hands-on training and clinical exposure needed for the students, online academics and webinars have proven to be an Sources of support: This work had no specific funding.
Effect of COVID-19 Pandemic on Oncology Residency Training in India and a Novel Online Academic Solution: Results of an Online Survey
Purpose: Coronavirus disease 2019 has had a global effect on the training of residents of medicine because of what has been required in the pandemic. The field of oncology has not been spared, as prepandemic training schedules have not been available for residents. We conducted an online survey to understand the effect of the pandemic and the effect of online teaching schedules as a measure to help residents of oncology in their training. Methods and Materials: An online survey consisting of 31 questions was sent through various social media platforms based on the training pattern before the onset of COVID-19, effect of the pandemic on educational activities, and the effect of online academic activities on residency training and learning. The survey addressed the need for online academics as an alternate mode of teaching. The survey was left open for a period of 4 weeks with participation requests from the various branches of oncology, including radiation, surgical and medical oncology, onco-anesthesia, palliative oncology, neuro-oncology, and so forth. The frequencies obtained in the survey were analyzed using descriptive statistical analyses. Results: After a 4-week period, there were 255 responses received from students of oncology from various specialties. Around 69.8.1% of respondents (n = 178) were junior residents, followed by senior residents (n = 72; 28.2%). The majority of the respondents were radiation oncologists (n = 204; 80%). Around 70.9% had an ongoing structured teaching program related to oncology training, with the majority (40.3%) of them having more than 3 hours every week of oncology-based training. Another 31.3% reported having 1 to 2 hours of such training every week, and 60.8% of participants agreed their training was affected by pandemic and related safety regulations. Most students (90.9%) found the online teaching sessions helped maintain training qualities as they were in the pre-COVID times. About 69.1% of the students felt that the quality of these online sessions was better compared with the institute-based onsite classroom teaching. However, as is expected, 77.6% of them agreed that their hands-on training was affected in the pandemic. When asked if online teaching can replace every aspect of classroom teaching, 66.7% of respondents did not agree. The majority (83.9%) felt that students should be given the opportunity to present a given topic under the supervision of a senior faculty member experienced and expert in that topic. The students pointed out the lack of practical exposure as the most common deficiency, followed by the lack of direct interaction with the teaching faculty. Conclusions: The pandemic has limited the access to essential training in the branches of oncology, and though online sessions cannot replace the hands-on training and clinical exposure needed for the students, online academics and webinars have proven to be an Sources of support: This work had no specific funding.
Students’ Perspectives of Competency-based Medical Education in Undergraduate Psychiatry Clinical Training: A Qualitative Evaluation
Background: Undergraduate (UG) medical students are one of the stakeholders and ultimate beneficiaries of the competency-based medical education (CBME) curriculum introduced in 2019 by the National Medical Commission (NMC). There is a dearth of literature on student perspectives on CBME Psychiatry clinical posting in India. Methods: Second professional students who attended the psychiatry clinical posting were invited to participate in the qualitative study. They were asked to give perspectives about the training during clinical posting based on a semi-structured questionnaire. Results: Written feedback forms were obtained from 44 students. Data were analyzed using thematic analysis. Results showed the perceived impact of posting (change in knowledge, skills, and attitude), barriers to learning (student factors, patient factors, interaction factors, structural factors), and feedback on training during clinical posting (structural factors, practice over theory). Conclusion: UG students perceived improvement in their knowledge, attitude, and clinical skills during their posting in Psychiatry. They reported several barriers to learning at variouslevels. Their feedback to improve the posting focused on demonstrating skills using patients rather than theory classes.
Background Application of e-learning and e-modules in medical education has been shown to have a positive impact on learning outcomes among all types of learners, across diverse educational settings. Despite its benefits, e-learning and e-modules has not yet reached its full potential in medical education in India. Objective of this study is to evaluate the perception of undergraduate students regarding e-learning and e-modules using an appreciative inquiry tool SOAR (Strengths, Opportunities, Aspirations, Results) analysis, and to identify the barriers and challenges for the same. Methods This longitudinal study was conducted among participants from three consecutive batches (n = 250 x 3) of first-year medical students and two consecutive batches (n = 100 x 2) of first-year dental students. The sample was selected using a purposive sampling method. Two structured and validated questionnaires were developed for this study based on the modified Zhou’s Mixed Methods Model; the ‘Knowledge, Attitude and Practice’ Questionnaire (KAPQ) on e-learning and the feedback questionnaire (FBQ) on e-modules. The questionnaires were administered via MOODLE / hard copy, before and after the implementation of e-modules, respectively. Identified strengths, potential opportunities, probable aspirations and likely results for e-learning and e-modules were tabulated based on the qualitative analysis of perceptions of large number students sampled across three years. Results Six hundred and ninety students returned both questionnaires representing a response rate of 76.6%. Nine themes were identified in the “Strengths” domain as follows: Regular Update of Knowledge, Innovative Learning, Availability, Knowledge Sharing, Abundance of Information, Accessibility, Source of Knowledge, Creativity, and Increased Engagement. Eleven themes were identified in the “Opportunities” domain as follows: Clinical Skills training, Timesaving, Flexibility, Creativity, Increased engagement, Standardized content, Capacity building for students, Capacity building for faculty, Skills training, and Self-assessment. Thirteen themes were identified under the “Aspirations” domain with the three key themes being “maintaining and building on current strengths”, “increasing potential opportunities”, and “addressing the barriers and challenges identified in the responses to the KAPQ and FBQ questionnaire”. Four themes identified for ‘Barriers’ were eye strain, distractions, preference for conventional methodologies, and internet connectivity. Conclusions The findings of this qualitative study are based on the responses received from first-year medical and dental students of a Private University in Chennai, India. In this population of students, implementation of e-learning as blended learning using structured and interactive e-modules may provide more engagement during learning as well as support self-directed learning (SDL) directly or indirectly. Adoption of blended learning with e-modules as an integral part of curriculum planning may be beneficial for the achievement of Competency-Based Medical Education (CBME) goals in India.
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