Students' Perception on Online Teaching and Learning during COVID-19 Pandemic in Medical Education.

ABSTRACT

Introduction: The COVID-19 pandemic has changed the method of learning in medical education and forced us to switch over to the online mode of learning. The aim of the present study was to assess students' opinion on online learning in the time of COVID-19. Method:This is a descriptive cross-sectional questionnaire-based study conducted among undergraduate medical students. The closed, open-ended and validated questionnaires were administered to students to get feedback on utility, feasibility, suitability, effectiveness online learning as well as problems faced during e-learning and suggested solutions to them. Results:About 62.7% of undergraduates had internet access. Sixty seven percent of undergraduates were willing to actively communicate with their classmates and instructors electronically, whereas 64.9% of students were communicating online comfortably. Also, 82.20% of students were able to clear their doubt from teacher whenever required. Only 38 (20.5%) of students had equated online learning from home to conventional lectures in a lecture hall. However, 28.6% of students felt comfortable to learn from home in the pandemic era. Students (66.5%) wanted proper breaks, which would enable them to get sufficient time to think about the topic and frame their questions to clear their doubts. About 80% of students wanted that a sufficient number of questions should be asked to transform online learning sessions into interactive approaches. They highlighted distractions during online learning at home, problems of network accessibility, connectivity, lack of synchrony between audio and video, and audio disturbance. Conclusions:More than half of our students prefer classroom learning because it facilitates better teacher-student interactions, stimulates understanding, provides a distraction-free environment, and permits an appropriate pace of learning, encouraging interactivity and independence from technology.