A CROSS-SECTIONAL STUDY ON THE PERSPECTIVE OF MEDICAL STUDENTS ON ONLINE TEACHING DURING THE CORONAVIRUS (COVID-19) PANDEMIC, HIMACHAL PRADESH, INDIA.

Rachna  Mehandiratta; Vikrom  Takkar; Preeti Takkar  Kapila; Purnima  Jindal

doi:10.51168/sjhrafrica.v5i3.1020

Authors

Rachna Mehandiratta Associate Professor, Department of Biochemistry, Dr. Y.S. Parmar Government Medical College, Nahan, Himachal Pradesh, India.
Vikrom Takkar Assistant Professor, Department of Anaesthesia, Indira Gandhi Medical College, Shimla, Himachal Pradesh, India.
Preeti Takkar Kapila Assistant Professor, Department of Radiodiagnosis, Dr. Rajendra Prasad Government Medical College, Tanda, Himachal Pradesh, India.
Purnima Jindal 4Associate Professor, Department of Biochemistry, MMCMSR, Sadopur, Ambala, Haryana, India.

DOI:

https://doi.org/10.51168/sjhrafrica.v5i3.1020

Keywords:

Online Learning, COVID-19, Pandemic, Medical education, Students

Abstract

Background:

The COVID-19 crisis has propelled the educational sector into uncharted territories, necessitating the abrupt transition to online learning. Utilizing electronic technology for teaching and learning offers a promising avenue for continuous education, facilitating interactions between teachers and students. Despite its benefits, this shift has unveiled numerous challenges, impacting the efficacy of digital education.

Methods:

To explore these challenges, an online survey was conducted using Google Forms, aimed at gathering the experiences and opinions of students. The survey targeted 120 first-year MBBS students at DYSPGMC, Nahan, who had participated in online teaching. Out of these, 75 students responded and were willing to provide feedback on their online learning experience.

Results:

The survey revealed critical issues affecting online learning, including poor internet connectivity exacerbated by high traffic, and concerns about audio and video quality during live-streamed classes. Despite these challenges, online classes were generally well-received, with most students finding them acceptable and beneficial for their professional growth, given the extensive curriculum and time constraints.

Conclusion:

The study highlights significant obstacles in the implementation of online learning, such as connectivity issues and the quality of live-streamed classes. Nonetheless, the acceptance of online classes among students indicates a positive shift towards e-learning, emphasizing its potential role in facilitating continuous professional development.

Recommendations:

It is recommended to integrate e-learning into the existing curriculum, considering the positive feedback and suggestions from students. Efforts should also be made to address the identified challenges, particularly improving internet infrastructure and the quality of online delivery, to enhance the effectiveness of online learning in future educational settings.