International Journal of Clinical Biochemistry and Research
Official Publication of Innovative Education and Scientific Research Foundation
Official Publication of Innovative Education and Scientific Research Foundation
Print ISSN: 2394-6369
Online ISSN: 2394-6377
CODEN : IJCBK6
International Journal of Clinical Biochemistry and Research (IJCBR) open access, peer-reviewed quarterly journal publishing since 2014 and is published under auspices of the Innovative Education and Scientific Research Foundation (IESRF), aim to uplift researchers, scholars, academicians, and professionals in all academic and scientific disciplines. IESRF is dedicated to the transfer of technology and research by publishing scientific journals, research content, providing professional’s membership, and conducting conferences, seminars, and award more...Original Article
Author Details :
Volume : 9, Issue : 3, Year : 2022
Article Page : 238-245
https://doi.org/10.18231/j.ijcbr.2022.046
Abstract
Introduction: The closure of educational activities around the world due to the ongoing COVID-19 pandemic resulted in an unplanned shift from traditional learning to a setup that exclusively involves digital teaching and learning. Within this context, the present study aimed to explore undergraduate medical students’ perceptions regarding the effectiveness of synchronized online learning at DM WIMS, Wayanad, Kerala.
Materials and Methods: A cross sectional study was done in DM WIMS, Wayanad, Kerala and included 120 first MBBS students. First a five point Likert scale questionnaire specific to their level of training was sent online via Google form. Next, 3 focus group were conducted on 3 different days. Number of students in each group were 8. Duration of each focus group discussion was 1 hr. Focus group discussion was done in the department of Biochemistry. All interviews were recorded, transcribed and analyzed for thematic contents.
Results: Various challenges to learning as agreed upon by majority of students included not familiar with Google meet (80%), could not concentrate for long during sessions (75.8%), less interaction, not able to clarify doubts, network and connectivity issues (70%) and not adequate feedback given during the sessions (59.1%). Various benefits to learning during COVID -19 pandemic as agreed by students included: online ppt shared via Whatsapp were useful (86.6%), better time management (65.9%), and use of videos and pictures during sessions enhanced understanding the concept better (41.5%). A thematic analysis yielded three core themes: (1) Overall learning experience, (2) Quality of teaching and learning, (3) Difficulties encountered. Majority of participants said it was good learning experience and new for them. They said they were reluctant and anxious about going online initially but eventually they picked up and were satisfied with most of the sessions. Majority of students were satisfied with the teaching and agreed that the lectures were well taken.
Conclusion: It is true to say that all facets of health education and clinical training is harshly affected by the pandemic. Despite all these barriers and challenges, it has been demonstrated that online learning holds certain advantages over traditional learning.
Keywords: Barriers, Challenges, COVID- 19 pandemic, Digital teaching, Focus group discussion, Medical students perspective, Online learning, Sudden transition
How to cite : Thomas V, Mithrason A T, To find the impact on learning among phase 1 MBBS students during COVID-19 pandemic. Int J Clin Biochem Res 2022;9(3):238-245
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