Traditional method or online teaching; which method students prefer: an observational study
DOI:
https://doi.org/10.18203/2320-6012.ijrms20223098Keywords:
Pandemic, Teaching approach, Learning approachAbstract
Background: An unexpected global pandemic broke out in initial months of 2020 i.e., COVID-19 which drastically brought a difference in the progress of education in various institutions, especially the medical field where we study about life was also made online. This study aims to conduct a comparative analysis of students ‘opinion regarding which is the better, traditional teaching or online live teaching.
Methods: Survey was conducted among two group of students, 2019 (both online and offline teaching) and 2020 (online teaching with offline practical) batches of Andhra Medical College, Visakhapatnam. A questionnaire was circulated to students regarding the class experience, interest of attending the class, learning effect and clarity of the lecture.
Results: Students expressed their views that overall teaching experience and learning effect of offline methodology is superior to online approach, so the traditional offline style or the blend of online and offline modes are apt for teaching.
Conclusions: The study is focused on the way in which the teaching and learning approach is delivered which is favoured by the medical practitioners, the qualitative data suggesting required modifications for further improvement in the delivering method to produce qualified medical practitioners to meet the current and imminent situations. This study suggests that a intermingled learning approach is an effective method for anatomy learning, and this approach mainly inculcates self-directed study through online learning.
Metrics
References
Frenk J, Chen L, Bhutta ZA, Cohen J, Crisp N, Evans T, et al. Health professionals for a new century: transforming education to strengthen health systems in an interdependent world. Lancet 2010;376(9756): 1923-58.
High-level commission on health employment and economic growth health workforce. Available at: https://www.who.int/teams/high-level-commission-on-health-employment-and-economic-growth/ recommendations. Accessed on 20 October 2021.
eLearning for undergraduate health professional education: a systematic review informing a radical transformation of health workforce development. Available at: https://www.who.int/publications/ i/item/9789241508261. Accessed on 20 October 2021.
Evans DJ, Bay BH, Wilson TD, Smith CF, Lachman N, Pawlina W. Goingvirtual to support anatomy education: A STOPGAP in the midst of the Covid-19 pandemic. AnatSciEduc 2020;13:279-83.
WHO Director-General’s opening remarks at the media briefing on COVID-19. Available at: https://wwwwhoint/dg/speeches/detail/who-director-general-s-opening-remarks-at-themedia-briefing-on-covid-19-11-march-2020. Accessed on 20 October 2021.
Dong E, Du H, Gardner L. An interactive web-based dashboard to track COVID-19 in real time. Lancet Infect Dis. 2020;20(5):533-4.
Alsoufi A, Alsuyihili A, Msherghi A, Elhadi A, Atiyah H, Ashini A, et al. Impact of the COVID-19 pandemic on medical education: Medical students’ knowledge, attitudes, and practices regarding electronic learning. PLoS One. 2020;15(11): e0242905.
Khasawneh AI, Humeidan AA, Alsulaiman JW, Bloukh S, Ramadan M, Al-Shatanawi TN, et al. Medical Students and COVID-19: knowledge, attitudes, and precautionary measures. A descriptive study from Jordan. PLoS One. 2020;8(253):23-9.
Ross DA. Creating a “quarantine curriculum” to enhance teaching and learning during the COVID-19 pandemic. Acad Med. 2020;04:15.
Green RA, Whitburn LY. Impact of introduction of blended learning in gross anatomy on student outcomes. Anat Sci Edu. 2016;9(5):422-30.
Topping DB. Gross anatomy videos: student satisfaction, usage, and effect on student performance in a condensed curriculum. Anat Sci Edu. 2014;7(4): 273-9.
Saverino D, Marcenaro E, Zarcone D. Teaching histology and anatomy online during the COVID-19 pandemic. Clin Anat. 2022;35(1):129-34.
Downloads
Published
How to Cite
Issue
Section
