Transition to online teaching during COVID-19 pandemic: Perspective of higher education teachers from India

Objectives: This cross-sectional, anonymous and questionnaire-based study was undertaken to analyse online teaching experiences during COVID-19 lockdown in higher education from teachers’ perspectives. This was thought to help in improving long-distance education. Materials and Methods: An online survey was conducted to collect both quantitative and qualitative data from higher education teachers. Results: Benefits identified by online teachers indicate that distance education can cater to a large group and helps the students to access educational resources. Major challenges faced were internet connectivity (78.80%), increased workloads (68.80%) and lack of personal communication with students (84%). They believed that the online mode of teaching is the only alternative for students in such an extraordinary situation. It can be valuable for additional discussions but cannot replace traditional offline teaching. Conclusion: Suggestions pointed toward providing internet facilities and electronic databases to students and the necessity of faculty development programmes.

Implementation of the online learning management system ‘Moodle’ as a blended approach to online teaching

Objectives: Web-based learning is becoming a newly accepted standard in education, more so with COVID-19 pandemic. To use technology to redesign learning experiences, a blend of synchronous and asynchronous approaches was used wherein the routine lectures through MS Teams (synchronous) were integrated with an online learning management system (LMS), ‘Moodle’ (modular object-oriented dynamic learning environment) based, four-quadrant approach (asynchronous). We aimed to determine the student’s engagement, performance and perception of the new online LMS. Materials and Methods: All 170 students of the 1st year MBBS of batch 2020 were enrolled in the course. A module was developed for teaching ‘Physiology of Vision’ with this blended approach. Along with routine online lectures through Microsoft Teams, supplementary materials in the form of multimedia presentations and additional links to useful websites were provided through online LMS. The online activity of students was recorded and assessments were done. A feedback form was filled out by students at the end of the course. Results: A significant positive correlation of examination scores with individual student’s activity logs and significantly better scores in top Moodle users along with significantly higher marks in Moodle-based modules than in other modules confirmed the value of Moodle in improving student performance. Overall feedback from students was clearly in favour of implementing Moodle as a complementary tool to traditional teaching. Conclusion: Moodle improved the quality of learning. It developed interest and motivation among students and has a positive impact on academic outcomes.

A questionnaire-based comparison of conventional teaching methods to computer assisted learning in experimental pharmacology for undergraduate medical students

Background: Computer Assisted Learning (CAL) for teaching experimental pharmacology is now widely accepted as alternative to animal experiments. The objective of this study was to compare the performance of undergraduate medical students by conventional teaching methods (lecture and discussion) and CAL.Methods: This was a questionnaire based observational study involving 109 MBBS students of fifth semester. The students were taught experimental pharmacology practical by both conventional methods (lecture with discussion) and computer assisted learning (CAL). Questionnaire and their filled responses by these students were taken at the end of lecture-discussion (pre-CAL) and after the CAL experiments (post-CAL), covering the same topics of experimental pharmacology. Pre-CAL and post-CAL data were assessed statistically.Results: In the pre-CAL session, only 53.39%, 47.56%, 53.39% and 49.5% of the students were having the scores above 40% in the rabbit eye, DRC and potentiation, frog heart and dog BP experiment respectively, which was increased to 77.44%, 75.48%, 75.47% and 75.48% of the students respectively in the post-CAL assessment. A statistically significant difference (p <0.05) in the performance was observed among the students in the pre-CAL and post-CAL assessment.Conclusions: CAL is a good alternative to animal experimentation. Lecture with discussion, followed by CAL experiments on the same topics, enhanced the performance of students as shown by improvement in post-CAL scores.

A survey on the knowledge and perception of computer assisted learning among undergraduate medical students in a tertiary care teaching institute of North India

Background: Computer assisted learning (CAL) in the classroom as well as laboratory in the medical profession has been rising in the present scenario worldwide. CAL can replace laboratory based animal experiments to a large extent and prevent the unnecessary harm or killing of animals. In India, only few studies have been conducted on CAL till date. Aims and objective of the study was to evaluate the knowledge and perception on CAL among undergraduate medical students.Methods: This cross sectional study was carried out on the medical students (MBBS-Second Professional) in the department of pharmacology at Guru Gobind Singh Medical College and Hospital, Faridkot, Punjab, India. Feedback was obtained from 105 students who had already performed animal experiments in CAL laboratory.Results: It was seen that Computer simulated models (CSMs) are useful for undergraduate teaching (by 98.1%), CAL enrich learning experience about drug effects (by 97.1%), CSMs in CAL is user friendly (by 97.1%) and use of CSMs in teaching is ethical (by 97.1%).Conclusions: CAL is an innovative teaching and learning technique for the medical students. This is an effective mode of teaching pharmacology to the students and it also helps the students to apply their theoretical knowledge of drugs to the practical aspects (without use of animal) on computer simulated models.

Undergraduate medical students’ perception regarding computer assisted learning in experimental pharmacology practical

Background: Main objective of this study was to find out the students’ perception and to obtain feedback towards the use of Animal Simulator to demonstrate drug effects in terms of its acceptability, advantages and disadvantages of Computer Assisted Learning (CAL) in experimental pharmacology practical as an educational tool.Methods: Questionnaire based study, done on randomly and voluntarily selected ninety-six fourth and fifth semester MBBS Students. Divided into four groups and each group contained 24 students. Students were taught experimental pharmacology practical online using Animal simulator (CAL- Computer Assisted Learning) for 2 hours on different days in three sessions. Questions and their feedback was taken during these sessions and presented in tables. Statistical analysis of data was done using Graph Pad software.Results: Majority of students i.e. 64 (66.67%) agreed that in vitro and in vivo experiments on animals are essential for better understanding and learning of the biological process. Students were agreed to the majority of the statements for CAL like enjoyable and time saving, easy to perform, contributes more to understanding theoretical concepts, no experimental error seen, welcome change and best alternative to laboratory practical and many experiments can be demonstrated in a short time. Students were disagreed on statements like CAL is an effective method of teaching practical aspects and preferred experimentation than laboratory practical. Majority of students given yes/positive response to questions showing advantages of using CAL. Also, positive feedback was obtained regarding questions showing disadvantages of using CAL software.Conclusions: Students’ perception regarding practical with CAL laboratory using animal simulator was good. The overall view was expressed that they found the exercises interesting and educationally beneficial. Computer assisted learning is a feasible and very effective teaching and learning method in pharmacology with huge potential to change the way of learning as it meets the majority of the learning objectives.

Development of a Computer-Assisted Learning Courseware for Anatomy and Physiology of Swallowing / Jurnal Sains Kesihatan Malaysia

@#Knowledge of normal anatomy and physiology of swallowing is fundamental in the identification of individuals with orat risk for swallowing disorders. Learning anatomy and physiology however, is not an easy task thus, computer-assistedlearning (CAL) approaches have been incorporated into the learning of the topics to enhance understanding. Althoughevidence exists on the benefits of using CAL in education, more studies are necessary in the field of swallowing. Whilecourseware for the learning of anatomy and physiology of swallowing exist, they are not comprehensive. Therefore, thisstudy aimed to develop a comprehensive CAL courseware for anatomy and physiology of swallowing. The current studyused a designed-based research following the ADDIE (analysis, design, development, implementation, and evaluation)model to create a multimedia courseware, incorporating the use of text, still images, animations, audio narrations,and presented on a simple graphical user interface. The courseware was evaluated by 27 undergraduate students interms of its usefulness, ease of use, and users’ satisfaction. Results indicate that the participants were satisfied with thecourseware and that they perceived the courseware as useful, easy to learn and easy to use. The study represents aninitiative to investigate the use of CAL in the subject and to establish the basis for further work which includes assessmenton the learning outcomes from the usage of the CAL courseware. It is hoped that the use of this courseware in teachingand learning of anatomy and physiology of swallowing can enhance students’ knowledge and understanding of the areaefficiently and effectively.

Bodies do Matter: Rethinking Anatomical Pedagogy, from the Scalpel to the Mouse: A Review.

Anatomy and dissection have long been considered a cornerstone in medical education, irrespective of nation, racial background or medical school. By learning gross anatomy, medical students get a first “impression” about the structure of human body which is the basis for understanding pathologic and clinical problems. Anatomy teaching methodology has been revolutionized in the 2Ist century, due to time constraints, less availability of cadavers, stress on computer aided learning, scarcity of qualified teachers, changes in the demands of medical profession and neglect of vertical integration of anatomy teaching. Until recently, dissection and didactic lectures were its sole pedagogy, worldwide. But over the last few decades, traditional anatomy teaching based on topographical structural anatomy taught in lectures and gross dissection classes has been replaced by a vivid range of study modules like problem based learning(PBL) and computer assisted learning(CAL),and curricula integration. Though the anatomy curriculum is undergoing international reformation but it lacks uniformity among institutions. The available modern international literature, describing various methodologies for teaching/learning anatomy conclude that Anatomists are constantly debating over the following questions-How much to teach, when to teach and how to teach gross anatomy. We endeavor to answer these questions and contribute to the debate on the ideal methodology for teaching /learning anatomy. Alternative strategies and resources are also discussed so that we can re establish more effective teaching /learning tools while maintaining the beneficial values of orthodox dissection .If we are not concentrating on optimum anatomy education, it will inevitably lead to incompetent anatomists and healthcare professionals, leaving patients to face unwanted consequences of medical error.

Computer assisted learning (CAL) as a teaching learning method in teaching experimental pharmacology.

Background: Computer assisted learning (CAL) for teaching experimental pharmacology is becoming fast acceptable in many medical colleges, where there is not only shortage of animals ,support staff, financial aid but also ethical issues and unwanted cruelty to animals. The objective of this study was to ascertain the efficiency of CAL in teaching experimental pharmacology using pre-test and post- test questionnaire before and after CAL respectively and also compare the outcome among average and under performers while using CAL. Methods: Average (A, B) and under performers (C) were identified using their university exam results. All the 3 groups (A,B,C) with a sample of 30 students each underwent pre-test in the topic selected ,then they were given a brief on CAL after which they individually worked on the computer and then a post test was given. Results: All the 3 group students pre and post test result analysis showed an improved performance in the outcome with significant p values (p<0.0003, 0.0001, 0.0001). Further on comparison within the groups suggested outcome differences in underperformers in comparison with average performers (A Vs C, B Vs C p values 0.0069, 0.0009 respectively). Conclusions: Thus this study suggests that CAL is a good teaching learning method in all groups of students and the average performers outdo the underperformers in terms of outcome analysis after CAL.

Experimental Production and Implementation of the Pathology Laboratory Teaching Material Using Virtual Microscope / 한국의학교육

PURPOSE: Learning the concepts of pathology can be facilitated by repeated learning situations with illustrative pathology images. Virtual microscopes are digital facsimiles of glass slides that can be viewed on a computer screen. This study was designed to evaluate the possibility of using virtual microscopes as a teaching modality in the pathology laboratory. METHODS: The virtual microscope was produced from high resolution images scanned by an exclusive slide scanner from newly made teaching glass slides. The final teaching material was put up on personal computers in the computer laboratory, classroom, and medical library. RESULTS: This material was easily accessed by exclusive viewers. The students readily adapted to the use of virtual microscopes. The quality of the images in this material was appropriate for viewing. The response from the students displayed highly significant differences between the traditional and virtual microscopes, with the virtual microscope being preferred. CONCLUSION: The virtual microscopes in this study were helpful for medical students studying pathology. The results of this implementation suggest that virtual microscope technology may be extended to other educational venues where traditional microscopes and photomicrographs are currently used.

Development of a CD-ROM Titled 'Atlas of Pathology' for Medical Students

The authors have made a CD-ROM titled 'Atlas of Pathology (AP)' for medical students to understand histopathologic findings with ease. We used a 35 mm film scanner to convert an existing file into digital images. A pathologist and two professional programmers collaborated to create the program 'AtlasMaster 1.0' based on (IBM) PC for organization of previously captured digital images. Minimum system requirement for the 'AP' was Pentium II 166 MHz, 32 MB RAM, Windows 95 or 98, 800 600 resolution, 16-bit color, 20 speed CD-ROM drive. The 'AP' was composed of a execution file (Pathology_Atlas.exe), a DB file (pathology.mdb), and reference files (*.bmp, *.jpg, *.txt). The DB file contained fields for chapter, section, disease entity, and information for location of reference files. About 1,000 color images for various kinds of gross and microscopic pictures were stored in the CD-ROM and those were classified according to the chapters, sections, and disease entities. The 'AP' was easy to manipulate, and had advantages of self-learning for students. It could be applied to other fields in which many images were dealt with, such as histology, radiology, endoscopy, dermatology, and plastic surgery. The 'AP' was handy and very useful for medical students to study pathology and it would be a powerful self-learning tool.

A Design of Electronic Textbook Using the Multimedia Data Server / 대한의료정보학회지

Clinical education is difficult for actual practice of medical students. In particular, the practice in the field of obstetrics is more difficult to many students. Moreover, the education of sub-fields of obstetrics such as birth or abortion needs many materials of women's reproductive organs. However, the ordinary paper-based textbooks have some limitations for clinical education of obstetrics. The electronic textbook system based on multimedia data enables that many student, doctor, and public user overcome these difficulties, as a computer assisted learning. We developed multimedia database system which is connected with web using ODBC(Open DataBase Connectivity)and ASP(Active Server Page)/IDC(Internet DataBase Connection). Many text and multimedia data are gathered in the database. This system serves various multimedia data using internet and intranet in the student's class or home. In conclusion, providing multimedia data of obstetrics using ODBC, ASP/IDC method reduce the limitation of clinical education. This model of the electronic textbook would be a reference to develop multimedia database on the network.