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Perception of online and face to face microbiology laboratory sessions among medical students and faculty at Arabian Gulf University: a mixed method study.
Joji, Ronni Mol; Kumar, Archana Prabu; Almarabheh, Amer; Dar, Fazal K; Deifalla, Abdel Halim; Tayem, Yasin; Ismaeel, Abdulrahman Yusuf; Bindayna, Khalid; Tabbara, Khaled Saeed; Farid, Eman; Shadab, Mohd; Al Mahmeed, Ali; Shahid, Mohammad.
  • Joji RM; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Kumar AP; Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Almarabheh A; Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Dar FK; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Deifalla AH; Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Tayem Y; Department of Pharmacology, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Ismaeel AY; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Bindayna K; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Tabbara KS; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Farid E; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Shadab M; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Al Mahmeed A; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
  • Shahid M; Department of Microbiology, Immunology, and Infectious Diseases, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain. mohammeds@agu.edu.bh.
BMC Med Educ ; 22(1): 411, 2022 May 30.
Article in English | MEDLINE | ID: covidwho-1951178
ABSTRACT

BACKGROUND:

The COVID-19 pandemic has impacted all spheres of society including medical education and healthcare systems. In response to the pandemic, there has been a transition in medical education practice from traditional forms of teaching to online instruction delivery and virtual learning. Effective clinical microbiology education involves a combination of 'hands-on' practical learning and instructional delivery of scientific knowledge. Microbiology practical laboratories are critical learning environments offering 'hands-on' learning experiences that cannot be replicated through online learning. We conducted a mixed-methods study to understand the perception of online and face-to-face microbiology laboratory sessions among the medical students and microbiology faculty at Arabian Gulf University (AGU).

METHODS:

The study participants were third and fourth-year undergraduate medical students and faculty involved in delivering microbiology labs at AGU. The questionnaire consisted of questions ranging from perceived learning style to attitude towards online delivery of microbiology curriculum. After the questionnaire administration (google form), focus group discussion (FGD) was conducted for students and microbiology faculty separately.

RESULTS:

Among 168 students, 50.6% preferred face-to-face lab sessions as compared to 30.4% who preferred online labs, and 51.8% considered online labs to be an essential addition to face-to-face labs. Among the faculty, 85.7% preferred the face-to-face mode of teaching. All the faculty (100%) disagreed that all the microbiology labs teaching should be online. 57.2% considered online labs to be an essential addition to traditional face-to-face labs. Both faculty and students hold that a blended mode of instructional delivery is vital and indispensable for the transfer of skills and knowledge for microbiology students.

CONCLUSION:

The blended mode of delivering microbiology laboratory sessions in medical school is successful and well-received by both students and faculty. Students take the responsibility for furthering their own learning and understanding of concepts. Instructors have also noticed that blending learning strategies also successfully enhances the development of cognitive skills and problem-solving abilities in students. A review of the microbiology lab curriculum is necessary to identify content areas that can be delivered effectively through online, face-to-face lab sessions, or both, supported with appropriate tools and infrastructure.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / COVID-19 Type of study: Observational study / Prognostic study / Qualitative research Limits: Humans Language: English Journal: BMC Med Educ Journal subject: Education Year: 2022 Document Type: Article

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / COVID-19 Type of study: Observational study / Prognostic study / Qualitative research Limits: Humans Language: English Journal: BMC Med Educ Journal subject: Education Year: 2022 Document Type: Article