Coronavirus disease 2019 pandemic and medical students' knowledge, attitude, and practice on online teaching-learning process in a medical institute in North India

Lahon, Joonmoni; Shukla, Pooja; Singh, Arpita; Jain, Atul; Brahma, Dhriti Kumar; Adhaulia, Garima; Kamal, Parul; Abbas, Alisha

doi:10.5455/njppp.2021.11.05161202103062021

Cited by 3 publications

(1 citation statement)

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“…67 Regions including India, New Zealand, Nepal, and Africa faced a lack of financial support and infrastructure from governments; related lower computer literacy levels; and a lack of information technology departments, training, and support available for online UGME. 20,51,66,76,77 Challenges to resource sharingrelated to copyright protection, log in requirements, 56 and language barriers, 57 among other factors-also play role in unequal access. 56,57 We identified challenges related to residency matching, including unequal access to clerkship experiences amid COVID and implicit bias encountered during online residency interviews.…”

Section: Inclusion Strengths and Challengesmentioning

confidence: 99%

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

MacLeod¹,

Cameron²,

Luong³

et al. 2022

Academic Medicine

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PurposeUndergraduate medical education (UGME) was transformed by the rapid move to online curriculum delivery during the COVID-19 pandemic. Most research on online UGME has focused on measuring its effectiveness. However, medical educators also require evidence regarding its implications with respect to well-being and inclusion. MethodTo explore online learning transition, particularly the effect on well-being and inclusion, this 2-phased focused scoping review employed a revised Joanna Briggs Institute approach: (1) developing review questions and objectives; (2) determining eligibility criteria; (3) developing the search strategy; (4) extracting, analyzing, and discussing findings; (5) drawing conclusions; and (6) discussing implications for practice and further research. ResultsThe review ultimately included 217 articles, of which 107 (49%) explored student and staff well-being during online UGME, 64 (30%) focused on inclusion in this context, and 46 (21%) examined both well-being and inclusion. Additionally, 137 of included articles (63%) were research/evaluation, 48 (22%) were descriptive, and 32 (15%) were opinion. Of the 137 research/ evaluation studies, 115 (84%) were quantitative, 10 (7%) were qualitative, 8 (6%) were mixed methods, and 4 (3%) were Reviews. Among these research/ evaluation studies, the most commonly used data collection method was surveys (n = 120), followed by academic tests (n = 14). Other methods included interviews (n = 6), focus groups (n = 4), written reflections (n = 3), user data (n = 1), and blood tests (n = 1). ConclusionsImportant questions remain regarding the safety and inclusiveness of online learning spaces and approaches, particularly for members of historically excluded groups and learners in lowresource settings. More rigorous, theoretically informed research in online medical education is required to better understand the social implications of online medical education, including more in-depth, qualitative investigations about well-being and inclusion and more strategies for ensuring online spaces are safe, inclusive, and supportive.

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Section: Inclusion Strengths and Challengesmentioning

confidence: 99%

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

MacLeod¹,

Cameron²,

Luong³

et al. 2022

Academic Medicine

View full text Add to dashboard Cite

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Monitoring Method of Students’ Achievement of Curriculum Objectives in Higher Vocational English Online Teaching Based on Xueyin Online Platform

Sun,

Wang

2024

Lecture Notes of the Institute for Computer Sciences, Social Informatics and Telecommunications Engineering

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Health worker education during the COVID-19 pandemic: global disruption, responses and lessons for the future—a systematic review and meta-analysis

et al. 2023

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Background This systematic review and meta-analysis identified early evidence quantifying the disruption to the education of health workers by the COVID-19 pandemic, ensuing policy responses and their outcomes. Methods Following a pre-registered protocol and PRISMA/AMSTAR-2 guidelines, we systematically screened MEDLINE, EMBASE, Web of Science, CENTRAL, clinicaltrials.gov and Google Scholar from January 2020 to July 2022. We pooled proportion estimates via random-effects meta-analyses and explored subgroup differences by gender, occupational group, training stage, WHO regions/continents, and study end-year. We assessed risk of bias (Newcastle–Ottawa scale for observational studies, RοB2 for randomized controlled trials [RCT]) and rated evidence certainty using GRADE. Results Of the 171 489 publications screened, 2 249 were eligible, incorporating 2 212 observational studies and 37 RCTs, representing feedback from 1 109 818 learners and 22 204 faculty. The sample mostly consisted of undergraduates, medical doctors, and studies from institutions in Asia. Perceived training disruption was estimated at 71.1% (95% confidence interval 67.9–74.2) and learner redeployment at 29.2% (25.3–33.2). About one in three learners screened positive for anxiety (32.3%, 28.5–36.2), depression (32.0%, 27.9–36.2), burnout (38.8%, 33.4–44.3) or insomnia (30.9%, 20.8–41.9). Policy responses included shifting to online learning, innovations in assessment, COVID-19-specific courses, volunteerism, and measures for learner safety. For outcomes of policy responses, most of the literature related to perceptions and preferences. More than two-thirds of learners (75.9%, 74.2–77.7) were satisfied with online learning (postgraduates more than undergraduates), while faculty satisfaction rate was slightly lower (71.8%, 66.7–76.7). Learners preferred an in-person component: blended learning 56.0% (51.2–60.7), face-to-face 48.8% (45.4–52.1), and online-only 32.0% (29.3–34.8). They supported continuation of the virtual format as part of a blended system (68.1%, 64.6–71.5). Subgroup differences provided valuable insights despite not resolving the considerable heterogeneity. All outcomes were assessed as very-low-certainty evidence. Conclusion The COVID-19 pandemic has severely disrupted health worker education, inflicting a substantial mental health burden on learners. Its impacts on career choices, volunteerism, pedagogical approaches and mental health of learners have implications for educational design, measures to protect and support learners, faculty and health workers, and workforce planning. Online learning may achieve learner satisfaction as part of a short-term solution or integrated into a blended model in the post-pandemic future.

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Coronavirus disease 2019 pandemic and medical students' knowledge, attitude, and practice on online teaching-learning process in a medical institute in North India

Cited by 3 publications

References 0 publications

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

Questions of Well-Being and Inclusion in Online Undergraduate Medical Education During COVID-19: A 2-Phased Focused Scoping Review

Monitoring Method of Students’ Achievement of Curriculum Objectives in Higher Vocational English Online Teaching Based on Xueyin Online Platform

Health worker education during the COVID-19 pandemic: global disruption, responses and lessons for the future—a systematic review and meta-analysis

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