| ORIGINAL ARTICLE |
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| Year : 2022 | Volume
: 8
| Issue : 2 | Page : 106-112 |
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Perspective of Medical and Dental Students and Teachers Toward Online Teaching in Pharmacology During COVID-19 Pandemic
Sahil Kumar, Vandana Tayal, Razi Akhtar, Shalini Chawla, Vandana Roy
Department of Pharmacology, Maulana Azad Medical College, New Delhi, India
Correspondence Address:
MD Vandana Tayal
Department of Pharmacology, First Floor, Pathology Block, Maulana Azad Medical College, New Delhi 110002, Delhi
India
 Source of Support: None, Conflict of Interest: None  | Check |
DOI: 10.4103/mamcjms.mamcjms_120_21
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Introduction: In the light of the disruption caused by the coronavirus pandemic on medical education systems worldwide, several institutions switched to online mode of teaching-learning. Therefore, this study was planned to evaluate the perception, difficulties faced, and preference of second year medical/dental students and their teachers toward the online learning and live-streamed lectures during the COVID-19 pandemic. Methods: This was a cross-sectional, questionnaire based observational study. Data were collected by administering pretested, self-administered, online circulated, structured questionnaire via Google Forms. Descriptive statistics were used to summarize the study results. Results: In this study, 198 and 77 responses were obtained from MBBS and BDS students, respectively, and 14 responses from their teachers. Most students agreed that it was a good idea to conduct online teaching during lockdown. Majority of the students were able to adapt even without previous experience. “GoToWebinar” and “Cisco Webex” were reported as good online teaching platforms. Smart phones or tablets were most commonly used to attend classes. Major challenges reported were related to lack of skills, interest, attention, time management, resources (including internet connectivity), and poor communication among others. The students felt that the optimum duration of lectures should be 30 to 45 minutes. Majority of students and teachers alike felt that online teaching is a good option to be adopted for repeat classes or to gain extra knowledge in the future. Overall rating of online teaching (out of 10) was reported as good by both students (MBBS students mean score: 7.49 ± 1.57) and teachers (mean score: 7 ± 1.58). Conclusions: The situation arising out of the pandemic gave rise to a situation where online resources had to be used for teaching. The shift of medical education to online platforms presented a spectrum of issues for educators and students alike. It would be worth considering addressing these issues, so as to strengthen electronic learning processes in the institute.
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