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The outbreak of the COVID-19 pandemic forced students to move from face-to-face learning to online learning. Online learning has high demands on students' Self-regulated Learning (SRL) skills. In this study, a questionnaire that used five-point Likert scale was administrated between international African undergraduates and Chinese undergraduate students to investigate their online learning behaviors. The questionnaire was composed of six categories: environment structuring, goal setting, time management, help-seeking, task strategies, and self-evaluation. 441 valid responses were received, 89 from international African students and 352 from Chinese undergraduates. The collected data were analyzed with SPSS Version 24.0. The results showed that there was no significant difference between Chinese student' and international African students' SRL skills in the six sub-scales. This may be due to the small sample size of African students and the similar learning environment. Larger samples are needed in future research to further verify the conclusion. The research results can be used as a reference for the future online learning design to strengthen learners' SRL skills. © 2023, The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.
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The COVID-19 pandemic created unprecedented disruptions in models for engineering student training. At The Citadel, an undergraduate-focused college in the Southeastern United States, a variety of modalities were implemented following the onset of the pandemic, including emergency online and Hyflex learning. We conducted a longitudinal study to analyze the cognitive load among our undergraduate engineering students throughout changing modalities. Using data from the NASA Task Load Index (TLX) and open-ended reflections on student challenges, we found that total workload (a surrogate for cognitive load) was generally highest during emergency online learning in the second half of Spring 2020 semester, with experiences possibly varying across different demographic and academic groups. Emergency online challenges were often related to time management, personal organization, and responsibility for learning. In contrast, HyFlex challenges were often related to technology and communication challenges. While emergency online learning was a cognitive load disruption, that disruption was often associated with personal and/or academic development. HyFlex learning mediated cognitive load disruption;although, student challenges may have been simple nuisances rather than mediators of developmental change. © 2023 American Society of Civil Engineers.
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Introduction: Hand Hygiene is an essential method to preclude infections in all healthcare environments. Education is essential to advance hand hygiene performance amongst nurses and nursing students. The aim is to find out the usefulness of a self-paced online hand hygiene course on the knowledge, attitude and practice of nursing students by evaluating student performance in post-tests. Methods: The study employed a quasi-experimental design in which data were collected using two questionnaires from undergraduate nursing students and they were exposed to interactive lectures and online activities related to risks, benefits, and key recommendations for hand hygiene. The following two surveys were used, Hand Hygiene Knowledge Questionnaire for Health-Care Workers;and Handwashing Assessment Inventory. Data were collected through pre-post tests. Results: Nurses reported a significant change for the better in hand hygiene comprehension, attitude, and performance of hand hygiene behaviours. The present study revealed a significant increase in hand hygiene knowledge belief, attitude, and outcomes among university students after participating in the training intervention. The majority of participants in the pretest rated their knowledge level as poor. Conclusion: Interactive training and online learning courses on hand hygiene could be used to influence the beliefs, attitudes and behaviours of students to bring about the desired change in hand hygiene practice. [ FROM AUTHOR] Copyright of Malaysian Journal of Medicine & Health Sciences is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Introduction: The COVID-19 pandemic significantly impacted the global teaching and learning process (TnL). Unfortunately, to date, not many qualitative studies have been published specifically on the impact of COVID-19 on the Family Medicine course, particularly in Malaysia. Hence, this study aimed to explore the impact of COVID-19 pandemic on the teaching and learning experience of undergraduate students undergoing their Family Medicine course at a local university. Methods: A qualitative study using focused group discussion (FGD), was conducted among undergraduate students during the lockdown period. A semi-structured interview guide was used to interview 20 students, in their fifth undergraduate year, undertaking their fourth to fifth week of a total six-week course. They were selected using purposive snowball sampling method. There were four focus group discussions (FGD) with five students in a group. All interviews were audio-taped, transcribed verbatim, and the contents were analysed using the standard content analysis framework. Subsequently, thematic content analysis was conducted, and three major themes were produced. Results: The three major themes were (1) facilitators to learning, (2) barriers to learning, and (3) rooms for improvement. Conclusion: Although COVID-19 pandemic had significant impact on TnL of Family Medicine course among undergraduates, the students remained optimistic and proposed some improvement from their point of view. However, a creative, realistic, effective, and impactful way of TnL, particularly in clinical aspects should be developed and experimented. Technological progress and advancement should permit this idea to be achievable and implemented in near future. [ FROM AUTHOR] Copyright of Malaysian Journal of Medicine & Health Sciences is the property of Universiti Putra Malaysia and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Higher education organizations in countries where English is not the native tongue must function in a multilingual mode, using English as their primary language for scientific exchange and academic publication and relying on the native language for instruction and administration. When operating in a multilingual mode of communication and identity expression, a higher education organization runs the risk of becoming a "tower of Babel";however, by operating solely in single-language mode, it may become an "ivory tower." Investigating Israeli higher education organizations and focusing specifically on their mission statements, we analyzed the built-in tension of this multilingual self-identification through how they introduce themselves in the lingua franca of global academe, namely English, and in the local language, Hebrew. In our analysis, we found: (a) differences between the English- and Hebrew-language mission statements in length, style, and context;(b) differences in thematic emphases and thus in the narration of organizational identity;and (c) that such thematic differences patterned according to the three categories of state-mandated higher education organizations and, to some degree, time. We conclude that multilingualism serves both as an arena for the negotiation of organizational identity and as a state of being for higher education organizations in non-English-speaking countries. [ FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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In this study, an undergraduate teacher education course is used to explore whether and how academic reading seminars reflect the theoretical notion of academic literacies and provide a learning environment for developing academic and professional learning and engagement. The data analyzed in this article are transcribed recordings of small group activities where students discuss scientific articles based on a template. First, our empirical analysis shows that the use of the template facilitated dialogical discussions and the development of a cognitive skillset and disciplinary categories when used in a social setting. Second, we found that the most challenging part of designing a reading practice related to the academic literacies tradition was fostering a dialogical environment for discussing the validity of findings across different contexts and provide for discussions encompassing complexity, nuances, and meaning making. We found traces of such discussions in all the transcripts;however, many examples were in a premature stage. The paper concludes with a discussion on, and some suggestions for, further development of the template used in the reading seminars. [ FROM AUTHOR] Copyright of Higher Education (00181560) is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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BACKGROUND: As the medical undergraduates constitute the future workforce in China, their career preferences hold a significant bearing on the quality of healthcare services, particularly in light of the ongoing COVID-19 pandemic. We aim to understand the current state of the willingness to practice medicine among medical undergraduates and to analyze the related influential factors. METHODS: During the COVID-19 epidemic, we conducted a cross-sectional survey via an online platform from February 15, 2022, to May 31, 2022, to collect participants' demographic information, psychology, and factors influencing their career choices. The general self-efficacy scale (GSES) was used to evaluate medical students' perceptions of their self-efficacy. Futhermore, we conducted multivariate logistic regression analyses to explore the influencing factors of medical undergraduates' willingness to pursure a caree in medicine. RESULTS: A total of 2348 valid questionnaires were included, and 1573 (66.99%) were willing to practice medicine for medical undergraduates after graduation. The mean GESE scores in the willingness group (2.87 ± 0.54) were significantly higher than those of the unwillingness group (2.73 ± 0.49). The multiple logistic regression showed that several factors were positively associated with willingness to practice medicine as a career, including students' GSES score (OR = 1.87), current major, household income, personal ideals (OR = 1.97), family support (OR = 1.44), high income (OR = 1.77), and social respect (OR = 2.19). Compared with those who were very afraid of COVID-19, students who did not express any fear towards the COVID-19 pandemic had a higher preference for choosing the medical profession as a career. Conversely, students thinking of high tension in the doctor-patient relationship, heavy workload, and long training were less likely to choose medical work after graduation. CONCLUSIONS: The study highlights a noteworthy prevalence of medical undergraduates who expressed their willingness to pursue medicine as a career post-graduation. Several factors, including but not limited to current major, household income, psychological factors, personal preferences, and career needs or preferences, were significantly associated with this willingness. Moreover, the impact of the COVID-19 pandemic on medical students' career choices cannot be overlooked.
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COVID-19 , Students, Medical , Humans , Cross-Sectional Studies , Pandemics , Physician-Patient Relations , COVID-19/epidemiology , Students, Medical/psychology , Surveys and Questionnaires , Career ChoiceABSTRACT
INTRODUCTION: The COVID-19 pandemic has severely impacted education and other aspects of life, causing psychological distress. The current study aims to identify anxiety, depression, and stress among radiography undergraduates during the COVID-19 pandemic. METHOD: A descriptive, cross-sectional study was conducted between November and December 2021 on a sample of 140 radiography undergraduates at the Department of Radiography/Radiotherapy, Faculty of Allied Health Sciences, University of Peradeniya. An online survey with two sections: demographic characteristics and a psychometric scale (DASS-42) was used for data collection. RESULTS: A total of 107 undergraduates responded to the questionnaire giving a response rate of 76.2%. The results revealed that the majority of radiography undergraduate students suffered from mild to extremely severe depression (87.85%), anxiety (92.52%), and stress (73.83%) levels. In addition, more than two-thirds of the students (>73% of participants) reported at least one symptom of depression, anxiety, or stress to varying degrees. Scores for depression, anxiety, and stress did not differ significantly across gender and academic year. However, a significant difference was observed between the two age groups, 23-26 years and > 27 years, regarding depression. The older students reported severe depression, whereas younger students reported moderate depression. CONCLUSION: A high prevalence of negative psychological impact was observed among radiography undergraduates during the COVID-19 pandemic. This necessitates taking proactive steps to address, safeguard, and nurture undergraduates' mental health and well-being during the current and future pandemic crises to mitigate the negative impacts.
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COVID-19 , Humans , Young Adult , Adult , COVID-19/epidemiology , Pandemics , Depression/epidemiology , Cross-Sectional Studies , SARS-CoV-2 , Anxiety/epidemiology , Radiography , Students/psychologyABSTRACT
Following the global COVID-19 outbreak, blended learning (BL) has received increasing attention from educators. The purpose of this study was: (a) to develop a measurement to evaluate the effectiveness of blended learning for undergraduates; and (b) to explore the potential association between effectiveness with blended learning and student learning outcomes. This research consisted of two stages. In Stage I, a measurement for evaluating undergraduates' blended learning perceptions was developed. In Stage II, a non-experimental, correlational design was utilized to examine whether or not there is an association between blended learning effectiveness and student learning outcomes. SPSS 26.0 and AMOS 23.0 were utilized to implement factor analysis and structured equation modeling. The results of the study demonstrated: (1) The hypothesized factors (course overview, course objectives, assessments, 1148 class activities, course resources, and technology support) were aligned as a unified system in blended learning. (2) There was a positive relationship between the effectiveness of blended learning and student learning outcomes. Additional findings, explanations, and suggestions for future research were also discussed in the study.
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Background: University students are identified as a high-risk group for mental health problems. Artworks have been found effective in enhancing individuals' mental well-being in different populations, but none have been conducted on university students. This study was to address this research gap to determine the feasibility and estimate the preliminary effects of Zentangle and Pastel Nagomi on the mental well-being of undergraduate students during the COVID-19 pandemic. Method: This was a 3-arm randomized controlled trial, with 33 undergraduates allocated to two 8-week artworks (Zentangle or Pastel Nagomi Art group) and a control group. Data were collected at baseline, and weeks 4, 6, 8, and 12. Focus group interviews were conducted at the 12-week follow-up. Results: The consent and attrition rates were 80.5 and 6.06%, respectively. The attendance rate ranged from 83.3 to 100%. Compared with the control group, the Pastel Nagomi art group had a significant improvement in retaining positive affect at week 6. This retention could be further observed at week 12. Moreover, the Zentangle group had a significant increase in positive affect at week 4, with better retention at week 12. In addition, the within-group analyses showed that the Pastel Nagomi art group had significantly decreased negative affect at weeks 6 and week 12; and the Zentangle group had significantly decreased depression at week 8. The qualitative findings suggested that the intervention resulted in the participants enjoying the artwork process, and being proud of their artwork and personal growth. Limitation: The study included an imbalance number of online vs. face-to-face sessions, and repeated measures may have affected the results. Conclusion: The study suggests that both artworks are effective in improving undergraduates' mental well-being and that it is feasible to conduct future large-scale studies (263 words).
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Inequalities and exclusion from education were exposed and worsened during the COVID-19 pandemic;however, it forced us to recognize the need to make equality, equity, and social inclusion policies effective for all. Scientific and technological solutions to global threats depend on the formation of the maximum number of qualified human resources, which entirely relies on enabling everyone to acquire, update, and improve their knowledge, skills, and competencies through lifelong learning and higher education. To guarantee inclusive and quality education for all (UN Sustainable Development Goal 4) is hard to achieve at higher education or post-secondary levels. This research aims to provide an overview of the achievements and challenges that higher education institutions (HEI) face in fulfilling the requirements of students with disabilities (SWD). We analyzed a database of 104 s from reviews of SWD in HEI published in Scopus-indexed journals between 2018 and August 2022. After data preprocessing, the text mining analysis on the corpus was visualized in word clouds and graphs. From the results, we could identify that providing access to facilities and information still dominates the research on inclusive education, and visual disability is the most frequently analyzed. The graphs reveal published research on undergraduates with disorders like Autism Spectrum (ASD), learning disorders, and visual, hearing, physical, intellectual, and psychosocial disabilities. The authors also evidenced the lack of information on the barriers and needs of SWD in HEI and potential future research to address them. Concerning the strategies to attend and care for SWD inside the classrooms, the graphs highlight Universal Design as a promising trend leading to inclusivity in higher education. The results and analyses in current research provide essential information to educational stakeholders and decision-makers inside institutions so that they can take action to embrace diversity. © 2023 IEEE.
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BACKGROUND: Physiotherapists and physiotherapy undergraduates have direct contact with patients which make them transmitters of infections if they do not follow standard precautions. Hence, the purpose of this study was to assess the knowledge of nosocomial infections, standard precautions, and source of information among physiotherapy undergraduates in Sri Lanka. METHODS: An observational Google based survey study was conducted among 294 physiotherapy undergraduates, of which there were 103 in University of Peradeniya, 103 in University of Colombo, and 88 in General Sir John Kotelawala Defence University. The Infection Control Standardized Questionnaire comprising three domains: knowledge of nosocomial infections, standard precautions and hand hygiene was used for data collection along with a self-constructed data sheet for socio-demographic information and source of information. RESULTS: Participants achieved mean knowledge of 67.1 ± 16.8, 84.4 ± 14.7 and 66.4 ± 15.4 for nosocomial infections, standard precautions, and hand hygiene respectively. Of the total sample, 225 (76.5%) achieved adequate level of total knowledge. Eighty-three of them (28.3%) equally mentioned, formal teaching at faculty and informal sources as the most important source of knowledge. There was no significant impact of university and the duration of clinical exposure on knowledge of nosocomial infections, standard precautions, hand hygiene and total knowledge. The study year has a significant impact on standard precautions (P = 0.004) and total knowledge (P = 0.035) and final years had highest knowledge compared to the other study years. CONCLUSION: Knowledge of nosocomial infections and infection control measures were satisfactory among the physiotherapy undergraduates in Sri Lanka. Further developments of formal sources of information about nosocomial infections are recommended.
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Cross Infection , Humans , Cross Infection/prevention & control , Sri Lanka , Information Sources , Infection Control , Physical Therapy ModalitiesABSTRACT
The COVID-19 pandemic provided students a rare opportunity to use their mathematical knowledge to make sense of a top-of-mind crisis. Based on a report in a major regional newspaper, we designed tasks that require an understanding of infection rates and an interpretation of a misleading claim made in the newspaper. Our analysis of 91 undergraduate students' responses to one of the tasks shows that 77% of the participants used the first or second derivative to interpret the claim. While an assessment for fundamental calculus courses may include both the memorization of procedures and high-cognitive-demand tasks, the findings suggest that it is feasible and worthwhile to build assessment questions on a meaningful connection with the real world. [ FROM AUTHOR] Copyright of Primus: Problems, Resources & Issues in Mathematics Undergraduate Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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All in-class teaching in the Republic of Trinidad and Tobago, West Indies was suspended on Friday, 13th March 2020, because of the COVID-19 global health crisis. These restrictions remained for the commencement of the new academic year 2020-2021, which began in September 2020, thus jeopardizing the delivery of course content at the University of the West Indies, St. Augustine campus using the traditional in-class methodology. This paper presents an effective methodology for teaching and assessing laboratory-intensive courses during COVID-19 school restrictions. A mandatory level-two laboratory course of the Department of Electrical and Computer Engineering at the UWI was utilized as the basis of this study, which aimed at demonstrating that the methodology prevented student performance from degrading below what was experienced in the past five academic years. Feedback questionnaires were also administered to students, highlighting the key benefits they gained.
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PurposeThe explosion of technology has revolutionized the teaching and learning process in higher education. Students are using the digital technology to aid their learning process. In this sense, digital divide exists among students in higher education as they come from different socioeconomic backgrounds. Thus, this study aims to examine the digital usage among the students from the low-income families (B40) in higher education institutions.Design/methodology/approachThe data was drawn by using an online survey from the undergraduates (low-income families B40) in Malaysia higher education institutions. In total, 391 responses were collected. The data was analysed using structural equation modelling method.FindingsThe results showed that performance expectancy and facilitating conditions have a significant relationship with digital usage. In addition, personal innovativeness has positive significant effect on performance expectancy and effort expectancy.Research limitations/implicationsThis study sheds light on the students from the lower income family behaviour while using digital technologies for their learning purpose.Originality/valueThe study further contributes to the new knowledge on students from the low-income family's behaviour in using digital technology for their learning process.
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Critical thinking skills are undoubtedly the 21st-century skills that people use in their daily lives. In this context, this action research had as its main objective to evaluate the contribution of the use of short animated videos to improve higher-order thinking skills (analyze, create and evaluate) of first-year undergraduate students, both in oral production tasks as well as in written tasks in English, during the COVID-19 pandemic. Furthermore, it explored students' perceptions in relation to their improvement in their own critical thinking skills. The data obtained were analyzed using descriptive statistics, specifically, measures of central tendency. Additionally, the non-parametric Wilcoxon test was used in the measurements that were made in the writing ability to verify if the change observed in the participants' development of critical thinking skill was statistically significant. The results obtained revealed that after the intervention, an improvement was observed in the development of the undergraduates' critical thinking skills (analysis, evaluation, creation) in both language skills (writing and speaking). In a more exhaustive statistical analysis through the non-parametric Wilcoxon test applied to the writing tests' measurements, an increase among undergraduates' critical thinking skills was observed. The results of the tasks developed correlated positively with the students' perceptions, which was collected through a Likert scale. In conclusion, the study showed that the use of short, animated videos effectively helped first-year undergraduate students improve their higher-order critical thinking skills, during the COVID-19 crisis.
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This dissertation presents findings from three longitudinal studies examining indicators of positive undergraduate mental health primarily during COVID-19 pandemic conditions at a large, residential, urban university in Canada (Western University) using apps with personal sensing data collection capabilities (e.g. GPS, step counts) over March 2019-August 2021. The apps featured mental health-related questionnaires - responses were representative of psychosocial outcomes for participants. Personal sensing data were representative of participant behavior/lifestyle. Questionnaires and personal sensing data were collected at the same time;personal sensing data was also collected hourly in the background for the final two studies. Associations between psychosocial outcomes and behavior/lifestyle found via mixed linear modelling revealed indicators of positive mental health. The first study, Smart Healthy Campus 1.0, began March 2019, concluding with limited data when COVID-19 was declared a pandemic;possible associations were identified. Initial plans were to improve SHC 1.0 with an upgraded SHC 2.0 study, but the Student Pandemic Experience (SPE) study was launched first, with questionnaires more fixated on pandemic conditions. Following this, SHC 2.0 was also launched shortly after, still relevant, although using shorter generic questionnaires. SPE completed with 315 participants who were primarily female (76%) iOS users (85.3%). Data collected for 40 weeks (11/2020 - 09/2021) included 4851 questionnaire responses and 25985 sensor samples with up to 68 individual values per sample. Mixed linear models were fit relating 15 mobile device (phone or tablet) sensors (e.g. step count) to 12 mental health-related questionnaire scores. SHC 2.0 ran with 94 participants were who primarily male (76.6%) iOS users (86%). Data collected for 30 weeks (01/2021 - 08/2021) included 1722 questionnaire responses and 6518 sensor samples with up to 68 individual values per sample. Mixed linear models were fit relating 12 mobile device (phone or tablet) sensors (e.g. step count) to the SHC 2.0 questionnaires. From these studies, it was found that device sensors had statistically significant associations with the selected mental health-related questionnaires for undergraduates during a major pandemic. These findings suggest directions for mental health-related programs (e.g. apps or physical activity) and interventions during a pandemic for a comparable group and setting. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
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The urgency to move learning online due to the Covid-19 pandemic saw a stampede by educators to identify suitable platforms. While most of this theoretical learning could be facilitated one crucial aspect of the undergraduate nursing curriculum proved much more problematic, that of how evidence is captured in practice. ePortfolios pedagogy is perfectly placed to foster this learning. However tacit knowledge particularly around professionalism in practice can be open to interpretation. It is noted in the literature that e-professionalism in the context of ePortfolios requires further exploration. An ambitious project to implement a regionally agreed electronic practice assessment document (commonly known as an ePortfolio) for undergraduate nursing, across five health and social care trusts and three Approved Education Institutions (AEI) commenced in January 2021. A Logic Model was used in one Approved Education Institution to implement the ePortfolio. Weekly evaluation with students (online) across all fields of practice, captured feedback in real time while on clinical practice. Initial evaluation of the data would suggest that students do not fully understand the relationship between e-professionalism and ePortfolios. Advances in how evidence is captured and communicated is ever evolving and the integration of ePortfolios is fundamental to that discussion. Reflection can deepen understanding of learning and lines of inquiry which are fundamental to the professional. The introspection that it requires means that it can be challenging to evaluate in objective terms. In this emerging field e-professionalism requires further exploration, including how universities communicate and support students within this forum. The long-term goal is to yield reflective and competent practitioners who have access to and an understanding of digital platforms and digital literacy. [ FROM AUTHOR] Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)
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Where traditional learning and assessment approaches have previously been found to negatively impact on student well-being, the Covid-19 pandemic provided a novel opportunity to explore alternative online learning and assessment conditions conducive to student well-being and academic performance as part of a whole university strategy. To this end, the present study employed a mixed-methodological approach using a quantitative survey and 10 focus groups to examine the impact of online learning and assessment on the undergraduate students' well-being. The findings indicate that whilst some students report online learning and assessment to require more effort in comparison to traditional methods, other students value the increased flexibility afforded by online learning and assessment. It is recommended that academic staff scaffold online learning and assessment methods in the curriculum.
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Background: WHO declared COVID 19 as a global pandemic in March 2020. Lockdown and travel restrictions were imposed in most countries including India, to reduce the spread of SARS-COV-2 Virus and reduce mortality. Aftermath of this was that technology has become the only tool for people to interact, communicate and even to continue their responsibilities. Educational institutions including Medical colleges were closed globally, pedagogical innovations including technology and simulation based teaching were brought to the forefront during the current pandemic worldwide. This lead to excessive exposure to digital screen for any reason, be it for education or entertainment. Aim & Objective: To estimate the prevalence of computer vision syndrome and to identify whether medical undergraduates suffered from sleep disorder like insomnia during Covid -19 pandemic as well as to assess the relationship between insomnia and computer vision syndrome in these students. Method(s): Descriptive cross-sectional study was carried out on medical undergraduates with Questionnaires based on Google form. The survey instruments were Computer Vision Syndrome Questionnaire (CVS-Q) to assess the frequency of (i) symptoms of computer vision syndrome/ digital eye strain, pattern of computer usage and (ii) Insomnia severity index questionnaire including the demographic details of the participants. Result(s): The study shows that e-learning by medical undergraduates during the COVID 19 pandemic has given rise to various side effects leading to deterioration of their health parameters. Most common effects were both ocular as well as non-ocular symptoms of computer vision syndrome. Even clinical insomnia of moderate severity was reported by 70% of the participants. Conclusion(s): Health issues related to excessive use of digital devices has become alarmingly high during COVID-19 pandemic. Preventive measures to reduce Computer vision syndrome associated symptoms and Insomnia should also be imparted to the students. There is also an urgent need to make an institutional policy involving all stakeholders to formulate effective strategies to prevent young generation from the detrimental health effects of excessive digitalization during the pandemic.Copyright © 2020 Ubiquity Press. All rights reserved.