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Open accessJournal ArticleDOI: 10.2147/AMEP.S295728

Online Medical Education in India - Different Challenges and Probable Solutions in the Age of COVID-19

04 Mar 2021-Advances in medical education and practice (Dove Press)-Vol. 12, pp 237-243
Abstract: Introduction During the COVID-19 pandemic, most educational institutions have opted for online education rather than traditional modes of education to protect their employees and students. Online education has been gaining momentum in almost all countries around the world. This coincides with the recently introduced competency-based medical education in India which has embraced online education. This poses a new challenge for the institutions involved, the instructors or teachers, and the students since they must adapt quickly to the new mode of learning. Online education requires teachers to improve their competency in three major areas; pedagogy, technology, and content knowledge. Some of the challenges include; lack of technological skill, poor time management and lack of infrastructure. As technology rapidly advances, health care education systems must also advance in tandem. To implement the new competency-based system and online education, the institutions and the individuals must realize the importance of online education, identify the barriers and quickly work on solutions for success. Methods This review was conducted based on various research papers on the topic of online medical education, the challenges faced by faculty members, and the opinion of students on this dilemma. Search terms included online medical education, COVID19, competency-based medical education. Conclusion This review identified various challenges posed by online education on the current medical curriculum, faced by both faculty members and students, especially under the light of the Competency-Based Undergraduate Curriculum for Indian Graduates. Different solutions were proposed to overcome these challenges.

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Open accessJournal ArticleDOI: 10.1186/S12909-021-02884-5
Abstract: Background In March 2020, due to the SARS-CoV-2 pandemic, the Polish government ordered the closing of all medical faculties, with an obligatory shift to online learning. This lockdown continued, with a short period of blended learning, over the time of summer 2020. Distance learning had previously been rarely used within Polish medical schools, so such a sudden transfer was a major challenge. The aim of the study was to explore undergraduates' perception of online teaching provided at Polish medical faculties during the pandemic and to analyze how these experiences may inform future curriculum development. Methods The online survey was addressed to undergraduates at Polish medical faculties in November 2020. The questions captured demographics, epidemiological data and students' perception of various aspects of online teaching. Responses were subjected to thematic analysis and their distribution compared considering demographic parameters . Results Six hundred twenty students from thirteen medical faculties responded to the survey. Major benefits from online teaching perceived by respondents included increased convenience, enhanced quality, a sense of comfort and safety. Major complaints were associated with unsatisfactory content, technical issues, difficulties engaging, poor organization and lack of social life. Students claimed that online teaching required more self-directed learning and discipline and 57.9% considered this impact as negative. 44.5% of respondents took part in educational online activities beyond their scheduled classes. For 49.2% online examinations were reported as more stressful and for 24.8% - less stressful than traditional ones. Differences in the opinions on online teaching were found between men and women, students in early and senior years, Polish and non-Polish ones. Conclusions The sudden move online inevitably was problematic for students. Their perspective afforded us the opportunity to consider shortcomings of pre-pandemic undergraduate curriculum. Online education requires a more self-directed learning, which was challenging for many students, so further enhancement of more autonomous study skills seems necessary. Distress expressed by students indicates the need for urgent support with mental health issues.

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Topics: Blended learning (56%), Study skills (53%), Distance education (53%) ... show more

2 Citations


Open accessJournal ArticleDOI: 10.2147/AMEP.S323397
Yan Wang1, Rongbin Yu1, Ying Liu1, Wenyi Qian1Institutions (1)
Abstract: Objective: Due to the quarantine measures during the outbreak of COVID-19, medical schools in China had to shift to online education overnight. Researchers wanted to survey the online medical education status quo and find out the underlying challenges and probable solutions in terms of online medical education to better understand improving and developing medical education in China. Methods: Researchers distributed self-administered and piloted surveys regarding the implementation of online medical education on WeChat and Wenjuanxing. Researchers distributed three phases of online surveys to the undergraduate medical students, and one online survey to the medical teachers on phase three. Results: Online medical education was carried out smoothly in China. Seventy-six percent of the students were satisfied with online medical education, and it hardly changed after a month. Courses with the quiz and live-stream courses were rare compared with courses incorporated with other elements. Most parents would remind their children to study online at home. At first, the biggest challenge of learning online was the lagging platform. Nevertheless, as time went by, the major challenge became the learning motivation. Most students thought it necessary to re-teach face-to-face after online education, while most teachers did not think so. Conclusion: Generally speaking, online medical education was satisfying for both students and teachers, although online courses’ diversity with different forms and elements could be enhanced. Infrastructure construction should be considered first for the schools intended to promote online medical education. If the infrastructure were ready, learning motivation would become the biggest challenge for online medical education. Online medical education efficacy evaluation tools need to be developed in the future to narrow the discrepancy of the evaluation between teachers and students.

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1 Citations



Open accessJournal ArticleDOI: 10.2147/AMEP.S332964
Manu Pradeep1, Sandeep Surendran1, Bhadra Rema1, Niharika Binesh1  +1 moreInstitutions (1)
Abstract: Purpose The second wave of COVID-19 devastated the medical sector on India and the government has implored medical students to aid the frontline workforce. This study aims to assess the knowledge, attitude and practice (KAP) of South Indian Medical students regarding the COVID-19 pandemic and their career aspirations. Patients and Methods This is an online questionnaire based, cross-sectional study featuring a pre-validated questionnaire with a KAP section and a career aspiration survey section, which was distributed to South Indian medical schools between November and December 2020. Three hundred and four responses were included for analysis. Results Good knowledge levels were seen in 65.5% of participants, 51% had good attitude scores and 80.6% had good practice scores. The mean KAP score was 14.81 ± 1.77. 1.3% of the respondents had low level KAP scores, 57.2% had moderate level KAP scores and 41.4% of them had good level KAP scores. Majority aspired to continue post graduate medical training in Clinical medicine in India (n = 116, 38.2%), followed by Clinical Medicine outside India (n = 80, 26.3%). Students who chose "Research Work" (average rank [AR] = 192.70), "Clinical Medicine outside India" (AR =173.64) "Undecided" (AR = 148.59) and "Clinical Medicine in India" (AR = 146.63) as career aspiration featured better KAP scores compared to those students who preferred non-clinical specialties (AR = 96.73) and or a career change (AR =76.69) (p = 0.001). Conclusion The KAP questionnaire revealed inadequate readiness amongst the majority of student participants. Targeted, structured educational interventions may be recommended in order to rapidly rectify the situation and deploy medical students to supplement the frontline workers in the COVID pandemic.

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Open accessJournal ArticleDOI: 10.1056/NEJMP2003539
Judd E. Hollander1, Brendan G. Carr2Institutions (2)
Abstract: Virtually Perfect? Telemedicine for Covid-19 Telemedicine’s payment and regulatory structures, licensing, credentialing, and implementation take time to work through, but health systems that have a...

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Topics: Credentialing (52%)

1,498 Citations


Open accessJournal ArticleDOI: 10.1001/JAMA.2020.5227
Suzanne Rose1Institutions (1)
02 Jun 2020-JAMA
Abstract: These are unprecedented times. Although the necessary focus has been to care for patients and communities, theemergenceofsevereacuterespiratorysyndromecoronavirus 2 has disrupted medical education and requires intense and prompt attention from medical educators. The need to prepare future physicians has never been as focused as it is now in the setting of a global emergency. The profound effects of coronavirus disease 2019 (COVID-19) may forever change how future physicians are educated. This pandemic presents practical and logistical challenges and concerns for patient safety, recognizing that students may potentially spread the virus when asymptomatic and may acquire the virus in the course of training. This Viewpoint discusses the current status of medical education, describes how COVID-19 may affect preclerkship and clerkship learning environments, and explores potential implications of COVID-19 for the future of medical education.

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Topics: Clinical clerkship (64%)

632 Citations



Open accessJournal ArticleDOI: 10.1186/S12909-018-1240-0
Abstract: The aim of this study is to review the literature on known barriers and solutions that face educators when developing and implementing online learning programs for medical students and postgraduate trainees. An integrative review was conducted over a three-month period by an inter-institutional research team. The search included ScienceDirect, Scopus, BioMedical, PubMed, Medline (EBSCO & Ovid), ERIC, LISA, EBSCO, Google Scholar, ProQuest A&I, ProQuest UK & Ireland, UL Institutional Repository (IR), UCDIR and the All Aboard Report. Search terms included online learning, medical educators, development, barriers, solutions and digital literacy. The search was carried out by two reviewers. Titles and abstracts were screened independently and reviewed with inclusion/exclusion criteria. A consensus was drawn on which articles were included. Data appraisal was performed using the Critical Appraisal Skills Programme (CASP) Qualitative Research Checklist and NHMRC Appraisal Evidence Matrix. Data extraction was completed using the Cochrane Data Extraction Form and a modified extraction tool. Of the 3101 abstracts identified from the search, ten full-text papers met the inclusion criteria. Data extraction was completed on seven papers of high methodological quality and on three lower quality papers. Findings suggest that the key barriers which affect the development and implementation of online learning in medical education include time constraints, poor technical skills, inadequate infrastructure, absence of institutional strategies and support and negative attitudes of all involved. Solutions to these include improved educator skills, incentives and reward for the time involved with development and delivery of online content, improved institutional strategies and support and positive attitude amongst all those involved in the development and delivery of online content. This review has identified barriers and solutions amongst medical educators to the implementation of online learning in medical education. Results can be used to inform institutional and educator practice in the development of further online learning.

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Topics: Critical appraisal (54%)

222 Citations


Open accessJournal ArticleDOI: 10.1001/JAMA.2020.1490
Carlos del Rio1, Preeti N. Malani2Institutions (2)
17 Mar 2020-JAMA
Abstract: Finding a cure for Covid-19 is of immediate and paramount importance In this study, we propose new and repurpose drugs to prevent SARS-Cov-2 (Covid-19) viral attack on human cells Our study comprises three steps: generation of new molecules, structural similarity mapping to existing approved and investigational drugs, and validation of their binding strengths to the viral spike proteins based on rigorous all-atom well-tempered metadynamics free energy calculations We show that some of our new molecules and some of the existing drugs bind more strongly than human ACE2 protein to the viral spike protein Therefore, these drug molecules may have the potential to be repurposed as a preventive therapy for Covid-19, subject to further experimental verifications

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Topics: Betacoronavirus (56%), Viral Epidemiology (53%), Pneumonia (52%)

204 Citations


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