Student perceptions of an online surgical teaching programme during the COVID-19 pandemic at the University of KwaZulu-Natal: A short report

Background. The COVID-19 pandemic has led to an unprecedented global health crisis, with impacts on many facets of the health system, including lack of access to regular training wards and the need for social distancing, which posed particular challenges to undergraduate teaching. Objectives. To explore the perceptions of students of the online surgical programme at the University of KwaZulu-Natal (UKZN). Methods. An online survey was administered to 258 final-year students. Data were collected on student demographics, the impact of COVID-19 restrictions on the teaching programme, engagement and learning from live Zoom sessions, overall perceptions about the module and general feedback on students' experience of the programme. Results. Most students (84%, 77/91) supported the need to change to the virtual programme. The module was perceived as well-structured (89%, 81/91). Most students (87%, 79/91) regarded the online resource materials as beneficial. Analysis of open-ended responses showed that asynchronous delivery allowed students to review and revisit resources in their own time. Student challenges included poor internet connectivity, difficulty in concentrating where live sessions exceeded an hour, and lack of clinical exposure. Conclusion. Online teaching in medical education is a feasible option for remote learning. However, it cannot replace the benefits gained during clinical exposure. Findings from this study will help to set a benchmark for online surgical training at UKZN and develop best practices for blended teaching models. As we adapt to a new normal in the era of COVID-19, the disruptions and results of innovative teaching methods have the potential to change the future of medical education

Effect of bedside teaching activities on patients' experiences at an Ethiopian hospital

Background. Clinical bedside teaching is more effective when done at the bedside. The number of medical schools in Ethiopia has increased tenfold in 8 years to meet the Millennium Development Goals. The increased number of students at the patient's bedside has been met with mixed feelings by patients. Objective. To determine patients' perceptions of bedside teaching during their admission to the medical and surgical wards at Mekelle University Hospital; Ethiopia. Methods. A 32-item questionnaire was used for data collection. Patients used a Likert scale to rate their perceptions of the quality of their hospital stay with regard to teaching; clerkships and physical examinations. Items where respondents scored less than the median of 67 (interquartile range 21) were categorised as displaying a negative attitude. Results. Patients (60%) did not favour the bedside teaching activities. No significant association was found with age; sex; occupation; literacy level; duration of hospital stay; and ward. Patients (80%) also did not understand the discussions following teaching sessions; and claimed to be unaware of the teaching status of the hospital. Patients (80%) did not understand the role of the students and were anxious when left alone to be examined and clerked by them. Conclusion. The rights of patients in medical education should be emphasised. Patients should be informed about the role of students at teaching ospitals and about their rights and responsibilities as patients. Institutional protocols and country-wide guidelines can help to regulate the number of times that a patient should be clerked and physically examined by students. Instructors should ensure that patients understand the purpose of the discussion that follows the examination