Tectonic Shift from Traditional to Online Teaching: Perception of Faculty of Medical Domain during COVID-19

ABSTRACT

Background: Covid-19 has enforced education system across India and the world indeed, to suspend physical classrooms and shift to online classes. While faculty grapples with new ways of managing this sudden transition to online education, students are left clinging on to electronic gadgets. Online education is not as easy as using laptop or phone. There are challenges with this form of education, which are faced at both ends of the spectrum by students as well as faculty. Hence, there was a need to find out the perception of medical faculty regarding tectonic shift from traditional to online teaching during COVID 19 pandemic. Description An observational, prospective and cross-sectional study was conducted among the faculty of medical domain with online teaching experience during COVID 19 pandemic. Out of 269 faculty participated 29% Professors, 22% Associate Professors, 25% Assistant Professors and 15% Teachers and others 9%. Institutional Ethics Committee approval was obtained prior to the study. Google form with questionnaire and Informed consent with link were shared with faculty all over the globe. The online facilitation system for students (modified) with 20 questions was used as questionnaire with three subscales (a) student-related issues, (b) instructor-related issues, and (c) institutional-related issues. SPSS version 21, ANOVA test used for statistical analysis. Where, designation and demographic details considered as independent variables and faculty perception as dependent variable. Outcome: 269 subjects from medical domain comprising of faculty from Medical 89%, Allied Health Sciences 6% and Nursing 5% participated in this study. Males were 36% and females 67%, within the age group of 25 years and above. More than 50% of the responses were obtained from Biochemists and Physiologists. Seventy-five to 100% of faculty agreed that they do not have any control on students while teaching online, students can access online course from any place in India or world, students use a wider range of resources, technical problems discourage teaching online. Not meeting students face-to-face prevents the teacher from knowing them with respect to academics and emotional perspectives, concerned about receiving lower course evaluations, it is more difficult to motivate students in online environment than in the traditional setting As the age increased the satisfaction, rating has decreased with p value 0.03 (statistically significant) between groups and within the groups. The junior faculty responded with increased mean value rating of satisfaction when compared to the senior faculty. Medical faculty (mean value 2.75) were less satisfied rating with online teaching compared to allied health sciences and nursing (mean value 3.44). Faculties across India and world have responded that they are partially satisfied with online teaching and prefer traditional teaching. Conclusion: Online learning is an exciting new way to learn and has a positive impact on students' education as well as faculty from medical domain during Covid-19 pandemic. Faculty of every age is taking it as a good step during pandemic. The difference was found when perception was compared with the designation and age groups. High-quality online teaching requires candid planning, preparation and more individualised feedback and assistance. Hence, preference is given for traditional teaching.