Evaluating the Use of E-Learning in Indian Emergency Medicine Residency Programs During the COVID-19 Pandemic: A National Cross-Sectional Survey

Abstract

Objective: The coronavirus disease (COVID-19) pandemic has necessitated e-learning strategies in academic emergency medicine (EM) programs. A study was conducted during the COVID-19 pandemic to understand e-learning in the Indian EM context. Methods: After IEC/IRB approval, we conducted a multicenter national survey validated by experts and underwent multiple reviews by the research team. The final survey was converted into Google Forms for dissemination via email to National Medical Commission (NMC) approved EM residency program as of 2020–2021. Data were exported into Excel format and analyzed. Results: Residents and faculty comprised 41.5% and 58.5% of 94 respondents. The COVID-19 pandemic’s second wave in India significantly impacted response rates. Internet connectivity was cited as a significant barrier to e-learning, while flexible timings and better engagement were facilitators identified by the survey. The attitude among residents and faculty toward e-learning was also evaluated. Conclusion: This survey reveals a significant positive shift in medical education from conventional teaching strategies toward e-learning, specifically during the pandemic. It also shows the need for all stakeholders (learners/educators) to better understand e-learning and adapt to its requirements. We need more data on the efficacy of e-learning compared to traditional methods. Until then, innovative hybrid/blended strategies would be the way forward.

Residency training programs in anesthesiology, intensive care and emergency medicine: from curriculum to practice

“…Although this might be a bias from the online education during the COVID-19 pandemic, we would rather see it as a consequence of these activities missing in the actual residency programs. We acknowledge that online learning can never fully replace hands-on teaching ( 30 – 32 , 38 – 40 ), but the COVID-19 pandemic also brought challenges related to patient bedside learning ( 41 ).…”