COVID-19 Pandemic and Academic Speculation of Medical Students of Bangladesh: A Cross-sectional, Comparative Study

Johora, Fatema Tuj; Aa, Abbasy; Jeenia, Fatiha Tasmin; Mc, Bhowmik; Moitra, Priyanka; Mahboob, Sumaiya; Ferdous, Jannatul

doi:10.1101/2021.05.11.21257042

Cited by 3 publications

(4 citation statements)

References 23 publications

(33 reference statements)

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“…This sudden shift brought out multiple global positive and negative impacts on medical sciences education, with some regional differences. [11][12][13][14][15][16][17] A systematic review that included sixty-four studies revealed positive and negative effects of teaching. Lack of studentteacher interaction, motivation from faculty, individualized teaching, misinterpretation of faculty on students' anxiety and disengagement on the one hand, and improved teacher mentorship, the flexibility of learning, on the other hand, was reported.…”

Section: Discussionmentioning

confidence: 99%

Faculty and Students’ Perceptions About Online Teaching Styles of Faculty in Large Group Lectures

Jhancy¹,

Kassab²,

Merghani³

et al. 2022

AMEP

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Introduction An unprecedented disruption in medical education worldwide was caused due to the Covid 19 pandemic. Online teaching has become one of the primary forms of education. In this paper, we aimed to understand the faculty and students’ perceptions about the teaching styles adopted by the faculty during online large group teaching from two universities in the United Arab Emirates. Patients and Methods This is a cross-sectional opinion survey-based study. A pre-validated teaching style inventory in higher education (TSIHE) questionnaire was emailed to the students and faculty involved in large group online learning and teaching activities during the lock-down period of the COVID 19 pandemic from two different medical Universities in the United Arab Emirates. A total of 423 students and 57 faculty participated in the study. Descriptive and Inferential statistics were used to analyze the data. Results There was a significant difference between the faculty and students on the perception of faculty online teaching styles. The difference was significant in teacher-student interaction and teacher structuring styles. In contrast, faculty and students’ perceptions were comparable for decision-making negotiation and behavioral control teaching styles. Conclusion The study found that there was a significant perception differences between the faculty and students on the faculty teaching style during online large group teaching. Importantly, faculty perceived that they were more emotionally attached and more flexible in teacher-student interaction and teaching structuring during online teaching than the student perceived.

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Section: Discussionmentioning

confidence: 99%

Faculty and Students’ Perceptions About Online Teaching Styles of Faculty in Large Group Lectures

Jhancy¹,

Kassab²,

Merghani³

et al. 2022

AMEP

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“…Since medical education needs interaction between teachers, students and patients it was a challenge to adopt a proper method which will involve all these stakeholders. [10][11][12] In Bangladesh, total 112 medical colleges (36 government, 70 nongovernment and 6 medical colleges run by Bangladesh Armed Forces) are assigned to provide the formal Medical education with the aim of making graduates competent under the guidance of Bangladesh Medical & Dental Council (BMDC). 13 Medical educations differ from others education system in that it involves pre-clinical and clinical teaching to build a strong knowledge foundation and clinical experience for the medical students.…”

Section: Introductionmentioning

confidence: 99%

“…As virtual teaching being a new experience, sudden shifting of teaching methodology has imposed challenges to both the faculty and students. 10 Medical education involves pre-clinical (basic science) and clinical teaching to build a strong knowledge foundation and clinical experience for the medical students. During Covid modification of medical curriculum has also been tried like decreasing the basic science curriculum to 12 or 18 months while integrating clinical medicine within this time frame and revisiting the basic sciences later in medical school.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 pandemic on teaching learning process in pre clinical medical education in selective medical college in Bangladesh

Faruky,

Sultana

2024

J Bangladesh Soc Physiol

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Background: The corona virus disease (COVID-19) pandemic has caused major disruption in educational sector including medical education. This disease outbreak has changed the medical education curriculum from traditional platform to elearning for students including Bangladesh. Objective: To observe the impact of COVID-19 pandemic on teaching learning process in medical education in Bangladesh. Methods: This qualitative survey was done among the 68 pre-clinical students aged 19 to 23years, of a non-government medical college in Bangladesh, from march to December 2021. All study participants were first year undergraduate MBBS students from anatomy, biochemistry and physiology. Data was collected by administering pre-tested questionnaires through Google form. Results: About 75% of the participants agreed that online classes were helpful during the home stay period of COVID pandemic, but about 92.2% of them were skeptical about the success of this online system for their future medical education. About 80.9% had difficulty in keeping their concentration during online class. About 94% found difficulty to follow online practical classes. Majority of the students (82.4%) feel anxious whether they were capable of doing their job properly since this method needs technical knowledge. About 50% students had limited access to internet, there were technical issues like power cut (76.5%), and poor network of internet (69.1%) also reduced the effectiveness of online education. Online class also disrupt teacher-student relationship. Conclusion: The internet based classes served the purpose of continuation of academic activity in medical education during adverse condition of COVID . But due to uneven use of technology it had some obstacles also. Student’s ability to learning in medical education was also hampered in the absence of physical classes. This online method of education system needs much improvement to be effective in medical education. J Bangladesh Soc Physiol 2022;17(2): 64-71

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“…[8] Muhlif's study investigated the perceptions and behavior of medical student towards online learning during the Covid-19 pandemic but the study used a quantitative approach and the results showed that students were pessimistic about the competence of doctors' professional skill but that study was not illustrated how a deeper picture of the competence of medical students [5]. Johora et al's study in Bangladesh examined the impact of online learning on public and private of university with a survey method, it was found that students felt a loss of clinical skills and competence during Covid-19 [9]. Other study, by Dost et al's, examined student's perception of teaching and learning in the United States during the Covid-19 pandemic with a questionnaire, the results found that online learning was effective in achieving learning goals [10].…”

Section: Introductionmentioning

confidence: 99%

Teachers’ and Students’ Perception Toward Competency of Undergraduate Medical Students During the Covid-19 Pandemic

Lisiswanti¹,

Saputra²,

Oktafany³

et al. 2023

Advances in Social Science, Education and Humanities Research

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Background: The Covid-19 pandemic has become a worldwide disaster. The Covid-19 pandemic has impacted all sectors of life, including medical education. Medical student competence was decreased during online learning during the Covid-19 pandemic. This study aims to explore the perceptions of teachers and students toward medical science competence when viewed from the aspect of knowledge, skills, and effectiveness. Methods. The research approach used qualitative methods with a phenomenological approach and the data collected data with interviews and focus group discussions (FGD). The population was all undergraduate medical education students who were still active. Participants were determined by the purposive sampling method. Analysis of qualitative data by making transcripts, coding, and thematic analysis. Results. The perception of teachers and students towards the competence of clinical and affective skills of online learning students was lower than offline learning. Knowledge competence in online learning was almost the same as in offline learning. Conclusions. The competence of clinical and affective skills was not achieved by students but the knowledge competence was achieved in online learning during the Covid-19 pandemic.

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COVID-19 Pandemic and Academic Speculation of Medical Students of Bangladesh: A Cross-sectional, Comparative Study

Cited by 3 publications

References 23 publications

Faculty and Students’ Perceptions About Online Teaching Styles of Faculty in Large Group Lectures

Faculty and Students’ Perceptions About Online Teaching Styles of Faculty in Large Group Lectures

Impact of COVID-19 pandemic on teaching learning process in pre clinical medical education in selective medical college in Bangladesh

Teachers’ and Students’ Perception Toward Competency of Undergraduate Medical Students During the Covid-19 Pandemic

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