ArticleJournal of education and health promotion2021
Transition from physical to virtual classroom amidst COVID-19 crisis: Analyzing students' perspective to drive improvement in the current online teaching methodology.
Article in Journal of education and health promotion, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 4 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
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Who cites it
4 citing papers in PubMed.
- Impact of class cancellations on parents' and children' adaptation following an outbreak of the Omicron variant during the COVID-19 pandemic in Taiwan in April 2022.BMC public health · 2024Article
- Restructuring an internal medicine rotation to take on a fully virtual experience in a resource-limited setting: A mixed-methods study.Journal of education and health promotion · 2023Article
- A single-center, cross-sectional study of cross-professional faculties' perception to virtual class under different scenarios: A stepwise approach.Journal of the Chinese Medical Association : JCMA · 2022Article
- Online medical teaching during COVID-19: Perspectives from teachers and taught.Journal of education and health promotion · 2022Article
Corrections and comments
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Authors and funding
5 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAmong the COVID crisis, medical education is forced to shift to the virtual mode, for which neither the students nor the teachers are prepared. Currently, we replaced traditional classroom teaching (CT) by live online classes (LOC), power-point presentations with voiceovers (UPV), or only power point presentations (UP). Uncertainty of this situation necessitates analysis of the experiences of its stakeholders to improve the implemented online teaching methodologies in coming time. The present study aims to analyze and compare the effectiveness of online teaching methodologies among themselves and against traditional CT. MATERIALS AND
methodsA cross-sectional, survey based, observational study was conducted on 250 MBBS first year students after 1 month of implementation of online teaching program. Responses were collected on Likert scaling from 1 to 5, and data were analyzed using the Kruskal-Wallis H-test, ANOVA with multiple comparisons
resultsThe students perceived that the understanding, convenience for attending class, notes-taking, visibility, audibility, raising queries and overall experience was best in traditional setup. The understanding of the topic and overall experience of the students was not affected by gender. Internet connectivity problem popped up as the major issue that adversely affected the online teaching experience.
conclusionsMajority of students perceived that the traditional CT is best, but at the same time, they felt that a combination of live online classes and power point presentations with voice over can replace the traditional online classes.
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