Khan Amir Maroof, Patra Somdatta, Gupta Piyush, Sharma Arun Kumar, Jain Anil K
Medical Education Unit and Department of Community Medicine, University College of Medical Sciences and GTB Hospital, Delhi, India.
Department of Pediatrics, University College of Medical Sciences and GTB Hospital, Delhi, India.
J Educ Health Promot. 2021 Mar 31;10:99. doi: 10.4103/jehp.jehp_606_20. eCollection 2021.
COVID-19 pandemic has forced medical colleges around the world to shift to online teaching. There is hardly any evidence regarding such rapid transitions to online teaching, especially from resource-poor settings. We share our experience of developing an online teaching program based on teachers' and students' feedback.
A mixed methods study was conducted during the COVID-19 lockdown period in a public-funded medical institute of India. Online feedback was obtained 3 weeks after the beginning of emergency remote teaching. The responses by the students and teachers shaped the final online teaching program which reinforced the perceived strengths and addressed the weaknesses. Observations were made for the proportion of scheduled lectures delivered through digital platform and students' attendance in the 1 week and last week of the study period.
Feedback was obtained from 367 students and 56 teachers. Around three-fourths of the students (76.7%) and teachers (73.2%) were satisfied with online teaching. The themes generated for benefits of online teaching were similar for both students and teachers, but the perceived challenges differed. Students found online teaching more stressful, and teachers were apprehensive of the new technology and lack of a controlled environment.
A rapid transition to development and implementation of an online teaching program was found to be feasible and acceptable to the primary stakeholders. Not only the content but student engagement and supportive environment for both students and teachers are essential requirements in the context of an online undergraduate teaching program.
新冠疫情迫使世界各地的医学院转向在线教学。几乎没有关于这种向在线教学的快速转变的证据，尤其是来自资源匮乏地区的证据。我们分享基于教师和学生反馈开发在线教学项目的经验。
在印度一所公立医学院的新冠疫情封锁期间进行了一项混合方法研究。在紧急远程教学开始3周后获得在线反馈。学生和教师的反馈形成了最终的在线教学项目，该项目强化了感知到的优势并解决了弱点。观察了通过数字平台进行的预定讲座的比例以及研究期间第1周和最后一周学生的出勤情况。
获得了367名学生和56名教师的反馈。大约四分之三的学生（76.7%）和教师（73.2%）对在线教学感到满意。学生和教师关于在线教学益处产生的主题相似，但感知到的挑战不同。学生发现在线教学压力更大，教师则担心新技术以及缺乏可控环境。
快速转向在线教学项目的开发和实施被发现对主要利益相关者来说是可行且可接受的。在本科在线教学项目中，不仅内容，学生参与度以及对学生和教师的支持性环境都是必不可少的要求。
