Medical education during COVID-19 associated lockdown: Faculty and students’ perspective

Gupta, Subhangi; Dabas, Aashima; Swarnim, Swarnim; Mishra, Devendra

doi:10.1016/j.mjafi.2020.12.008

Cited by 37 publications

(67 citation statements)

References 16 publications

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“…In this context, teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, in which they adapted their method to an online, virtual or remote teaching, depending on the circumstances of each education system, centre or teacher [4]. In this model, teachers use technologies as a key element to develop their lectures and maintain physical distance with the students [2,[5][6][7][8][9][10][11][12][13][14][15].…”

Section: Introductionmentioning

confidence: 99%

Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

Díaz

2021

IJERPH

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To contain the COVID-19 pandemic, governments all over the world implemented strong lockdown measures to a large part of the population, including the closing of educational centres. Teachers were urged to transform their teaching methodology, moving from a face-to-face model to an emergency remote education (ERE) model, characterised by the use of technologies to continue with lectures and maintain the physical distance with the students. The aim of the present study was to analyse the existence of socio-digital inequalities and the educational challenges posed by the development of an ERE model, hence, contributing to the literature by proposing a systematic and holistic approach on this phenomenon. Based on the characteristics of the research problem and the objectives set, a qualitative methodology was applied. On the one hand, a semi-structured interview was conducted with 136 active teachers as the main data gathering technique. On the other hand, grounded theory was key in interpreting the results, with the aim of generating the theory in a systematic and holistic manner. It can be asserted that ERE was very useful during the lockdown of schools, and its potential to transform education was demonstrated. However, it was also shown that the development of an ERE model can cause socio-digital inequalities among students, due to the lack of access to digital devices and Internet connection, mainly due to factors, such as the socio-educational level of the family and the rural or urban context of the centre.

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Section: Introductionmentioning

confidence: 99%

Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

Díaz

2021

IJERPH

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“…In a recent Indian survey among medical students and teachers, 54% of the students wanted online classrooms to be continued, whereas another considerable part (24%) wanted to return to in class teaching. Teachers foresaw a mix of both traditional and online teaching in the future, and that possibly a mix of 70:30 could be ideal (Gupta et al, 2021). Whether we will ultimately embrace online teaching, remains to be seen and is likely also dependent on whether audibility and strength of internet connections.…”

Section: Discussionmentioning

confidence: 99%

The Pandemic That Has Forced Teachers to Go Online. Zooming in on Tips for Online Teaching

Vries

Teun²

2021

Front. Educ.

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“…questionnaires (101), which were conducted once per week and helped in the followup of the subject. The most frequently mentioned practical application activities were the experimentation workshops: drawing workshop (28), teaching role workshop (17), cardboard and plasticine workshop (12), dressing-up workshop (11), games workshop (10), debate workshop (6) and stands workshop (5). The participants also pointed out those activities related to the creation of didactic materials, such as audiovisual materials (29), storytelling (16), concept maps (11) and infographics (4).…”

Section: Methodsmentioning

confidence: 99%

“…This unusual fact had a great impact on the educational scope, due to the closing of centers and the need of educators to adapt their teaching to online models in a record time [1][2][3][4]. Remote learning has become a life jacket for education [1], although the opportunities offered by digital technologies go far beyond a provisional solution to a crisis [3][4][5]. Thus, once the hardest period was over, and being eager to face the academic year 2020-2021 as positively as possible, educational governmental institutions recommended the combination of face-to-face lectures with online teaching [1,6].…”

Section: Introductionmentioning

confidence: 99%

“…During the last few decades, higher education (HE) institutions tried, with varied degrees of success, to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model [3,[7][8][9][10]. In this sense, the COVID-19 crisis revealed many weaknesses, deficiencies, omissions and vulnerabilities that the educational scope faces [11], such as the need of training in the use of ICT for teaching and for the total availability of and access to technological resources for both teachers and students [1,2,5].…”

Section: Introductionmentioning

confidence: 99%

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Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

2021

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Educational governmental institutions have recommended implementing blended learning in higher education to respond to the “new educational normality” caused by the COVID-19 pandemic, although this is not a new challenge. Over the last few decades, higher education institutions have tried to incorporate the use of technological devices to university teaching, by redesigning and optimizing the learning experiences through a mixed teaching model. In this context, the Flipped Classroom (FC) model is one of the pedagogical models that is revolutionizing the scope of education. However, there is still not enough evidence of its advantages and disadvantages in the university stage. Therefore, it is important to analyze the impact of the FC on the learning, satisfaction and interaction of the different agents of the university community. Due to the idiosyncrasy of the present study, an exclusively qualitative and longitudinal methodology was selected; thus, 266 interviews based on open questions were conducted throughout the last five years. The results show that students value the FC model positively and corroborate its great potential from academic, competence, personal and social perspectives. Nevertheless, a small group of students are still very critical about the model and would prefer to keep using a traditional methodology, mainly due to the lack of habit using active methodologies and establishing the learning commitment required by such methodologies.

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Medical education during COVID-19 associated lockdown: Faculty and students’ perspective

Cited by 37 publications

References 16 publications

Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

Emergency Remote Education, Family Support and the Digital Divide in the Context of the COVID-19 Lockdown

The Pandemic That Has Forced Teachers to Go Online. Zooming in on Tips for Online Teaching

Flipped Classroom in the Context of Higher Education: Learning, Satisfaction and Interaction

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