‘E-learning in medical education: students’ experience, challenges and perspectives: a cross-sectional study in India.’

Medical e-learning: experience, challenges and perspectives

Abstract

BACKGROUND: Due to COVID-19 pandemic, E- classes were initiated in medical colleges to facilitate continuation of studies, giving us a unique opportunity to examine its potential in medical education, understand students’ perspectives and assess its scope for future use. METHODS: A cross-sectional study was conducted among 537 undergraduate medical students in an Indian medical college using Google forms between May to June 2020. The questionnaire consisted of sections on e-learning experience, perspectives regarding role of instructor in enhancing e-learning experience, challenges and future scope of improved implementation of e-learning. Statistical analysis included descriptive statistics. SPSS 23 was used for data analysis. RESULTS: Among study participants, (46.7%) could regularly join all e-classes on time. Prior scheduling of e-classes (88.6%) and sharing of study material in e-learning application (84%) by teachers/instructors, interactive discussion with teachers (71.1%) and their response to students’ queries verbally or through chat messages in e-learning application during the class (77%) facilitated e-learning among the participants. For (42.6%) e-learning represented considerable challenge in acquiring clinical medical skills. Theory lectures were found suitable for medical teaching by e-learning mode while clinical case discussions were not preferred. CONCLUSION: E-classes had some definite advantages; however, undergraduate medical students preferred a blended approach more as e-learning represented a challenge for learning clinical medical skills. Instructors were found to have a definite role in enhancing e-learning experience in students. Providing solutions to barriers like poor network connectivity and technical issues are essential for improved implementation of e-learning in medical education.