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Journal of Islamic International Medical College ; 17(4):280-285, 2022.
Article in English | Scopus | ID: covidwho-2234650


Objective: This study aimed to define the challenges faced by medical students rotating in the orthopedics department and their suggestions regarding improvement during covid-19 pandemic. Study Design: A mixed method cross sectional study design. Place and Duration of Study: It was conducted on 4th and 5th year MBBS students at Shifa college of Medicine with clerkship rotation in the department of orthopedics from 16th March 2020 to 23rd August 2021. Materials and Methods: Students were enquired about their comfort levels while using the internet and computer for online sessions. Data was collected through an online questionnaire and analyzed using Google forms. Frequencies, percentages, and standard deviations were calculated for qualitative variables. Results: Out of 147 study participants, 64(43.4%) students strongly agreed that they had no difficulty and were extremely comfortable using internet and computer during covid-19 pandemic. Eighty-five (58%) students used online available reading material shared on Google classrooms and what's app groups. While only 23(16%) agreed to concentrate during online sessions. One hundred and eighteen (80%) agreed with a lesser desire to study for online classes as compared to on campus. Major problems faced by the students during the pandemic included very limited patient centered learning, limited hands-on experience, less interactive sessions, problems with internet connections, technology handling and class timing issues due to time zone differences. Conclusion: We conclude that our students faced lot of challenges during Covid-19 pandemic including internet issues, lack of awareness of technology, distractions because of family, siblings and homely environment and lack of conducive learning environment like learning at bedside. Flexible class timings, multiple breaks, recorded lectures and online interaction of real patients can improve online clinical learning. © 2022 by the Author(s).