Department of Surgery, All India Institute of Medical Sciences (AIIMS), Mangalagiri, 522503, India.
Department of Forensic Medicine, Shyam Shah Medical College, Rewa 486001, India.
Nurse Educ Today. 2021 Apr;99:104796. doi: 10.1016/j.nedt.2021.104796. Epub 2021 Feb 6.
COVID-19 pandemic has necessitated mandatory e-learning in medical and nursing education. How far are developing countries like India (with wide socioeconomic and cultural diversity) geared up for this challenge remains unexplored. At this critical juncture, we aim to evaluate if online teaching methods are as feasible, acceptable, and effective as in-class teaching for medical/nursing students.
The questionnaire captured: (1) practicability/feasibility of online classes, (2) health issues from online classes, (3) current methods for e-teaching, and (4) student attitudes and preferences.
Cross-sectional survey.
Population-based study in India.
Nursing and medical undergraduate students (I-IV year).
The online questionnaire was distributed to 200 medical and nursing colleges across India. Categorical variables were analyzed using chi-square tests. Binary logistic regression was done to analyze factors predicting health issues in students. p < 0.05 was considered significant.
Overall, 1541 medical and 684 nursing students completed the survey from 156 cities. The availability of laptop (p < 0.0001), Wi-Fi (p < 0.0001), dedicated room (p < 0.0001), and computer proficiency was more in students of affluent families and those from cities (p < 0.0001). Class duration >4 h/day (p < 0.0001), each class >40 min (p < 0.009) and pre-existing health issues (p < 0.0001) predicted the occurrence headache, eyestrain, anxiety, neck/back pain, and sleep disturbance. Power-point presentation was the most widely (80%) used method of teaching. Only 30% got adequate time to interact with teachers. Only 20.4% felt e-learning can replace conventional teaching. Students preferred: 3-6 classes/day, each class <40 min, 10-20 min break between classes and interactive sessions.
There is a need to improve information and communication infrastructure to enhance feasibility of e-learning for nursing/medical students in India. There should be guidelines (number of classes/day, length of each class, break between classes, curriculum, etc) to improve the retention capacity in students and reduce health issues. Continuous feedback from teachers and students will be required to make e-learning effective.
COVID-19 大流行使得医学和护理教育必须采用强制在线学习。像印度这样的发展中国家（社会经济和文化多样性广泛）在多大程度上能够应对这一挑战，目前仍未得到探索。在这个关键时刻，我们旨在评估在线教学方法对医学/护理学生来说是否像课堂教学一样可行、可接受和有效。
调查问卷收集了以下内容：（1）在线课程的实用性/可行性，（2）在线课程带来的健康问题，（3）电子教学的当前方法，以及（4）学生的态度和偏好。
横断面调查。
印度的基于人群的研究。
护理和医学本科学生（一年级至四年级）。
向印度 200 所医学和护理学院分发在线问卷。使用卡方检验分析分类变量。使用二元逻辑回归分析预测学生健康问题的因素。p 值<0.05 被认为具有统计学意义。
总体而言，来自 156 个城市的 1541 名医学专业学生和 684 名护理专业学生完成了调查。拥有笔记本电脑（p<0.0001）、Wi-Fi（p<0.0001）、专用房间（p<0.0001）和计算机熟练程度的学生更多来自富裕家庭和城市（p<0.0001）。每天上课时间超过 4 小时（p<0.0001）、每节课超过 40 分钟（p<0.009）和存在先前健康问题（p<0.0001）预测会出现头痛、眼疲劳、焦虑、颈部/背部疼痛和睡眠障碍。幻灯片演示是最广泛（80%）使用的教学方法。只有 30%的学生有足够的时间与教师互动。只有 20.4%的学生认为电子学习可以替代传统教学。学生更喜欢：每天 3-6 节课，每节课<40 分钟，课间休息 10-20 分钟，以及互动课程。
需要改善信息和通信基础设施，以提高印度护理/医学学生接受电子学习的可行性。应该有指导方针（每天的课程数量、每节课的长度、课间休息时间、课程设置等）来提高学生的保留能力并减少健康问题。需要不断从教师和学生那里获得反馈，以提高电子学习的效果。
Zotero 插件
