Amir Maroof Khan1, Somdatta Patra2, Neelam Vaney3, Mohit Mehndiratta4, Renu Chauhan5. 1. Coordinator, Medical Education Unit & Associate Professor (Community Medicine), University College of Medical Sciences & GTB Hospital, Delhi, India. 2. Associate Professor, (Community Medicine), University College of Medical Sciences & GTB Hospital, Delhi, India. 3. Director & Professor (Physiology), University College of Medical Sciences & GTB Hospital, Delhi, India. 4. Associate Professor (Biochemistry), University College of Medical Sciences & GTB Hospital, Delhi, India. 5. Director & Professor (Anatomy), University College of Medical Sciences and GTB Hospital, Delhi, India.
Abstract
BACKGROUND: COVID-19 pandemic compelled medical schools to opt for online mode in medical education. The competency-based curriculum started in India last year onwards allotted more hours to practical teaching than lectures. As the lockdown extended, there was a need to shift laboratory teaching to online mode. We describe our experience of developing and implementing a framework to rapidly shift practical lab teaching of preclinical subjects to online mode. METHODS: A mixed method study was conducted during the COVID-19 lockdown period in a public funded medical institute of India. A framework utilizing the principles of small group teaching using the available resources was developed and implemented. Online feedback was obtained from students, while in-depth telephonic interview was conducted for teachers. RESULTS: A Demonstrate-Engage-Assess framework for online Practical teaching of Preclinical subjects (DEAPP) was developed and implemented. Feedback was obtained from 103 first year students and six teachers from preclinical subjects. Around 62%-80% students were satisfied with online practical teaching or agreed with benefits of various online tools used in the teaching sessions. Teachers found the framework more planned, and resource efficient, while students found it to be more engaging, enjoyable, and motivated for learning. No face-to-face interaction, non-experiential learning, and adaptation to newer technology were the main barriers perceived in online practical laboratory teaching. CONCLUSION: DEAPP framework was found to be feasible for rapid online transition of practical lab teaching and reported by the students and teachers as engaging, enjoyable and motivated learning.
BACKGROUND: COVID-19 pandemic compelled medical schools to opt for online mode in medical education. The competency-based curriculum started in India last year onwards allotted more hours to practical teaching than lectures. As the lockdown extended, there was a need to shift laboratory teaching to online mode. We describe our experience of developing and implementing a framework to rapidly shift practical lab teaching of preclinical subjects to online mode. METHODS: A mixed method study was conducted during the COVID-19 lockdown period in a public funded medical institute of India. A framework utilizing the principles of small group teaching using the available resources was developed and implemented. Online feedback was obtained from students, while in-depth telephonic interview was conducted for teachers. RESULTS: A Demonstrate-Engage-Assess framework for online Practical teaching of Preclinical subjects (DEAPP) was developed and implemented. Feedback was obtained from 103 first year students and six teachers from preclinical subjects. Around 62%-80% students were satisfied with online practical teaching or agreed with benefits of various online tools used in the teaching sessions. Teachers found the framework more planned, and resource efficient, while students found it to be more engaging, enjoyable, and motivated for learning. No face-to-face interaction, non-experiential learning, and adaptation to newer technology were the main barriers perceived in online practical laboratory teaching. CONCLUSION: DEAPP framework was found to be feasible for rapid online transition of practical lab teaching and reported by the students and teachers as engaging, enjoyable and motivated learning.
Authors: Grace A Maldarelli; Erica M Hartmann; Patrick J Cummings; Robert D Horner; Kristina M Obom; Richard Shingles; Rebecca S Pearlman Journal: J Microbiol Biol Educ Date: 2009-12-17
Authors: Young Hye Cho; Sang Yeoup Lee; Dong Wook Jeong; Sun Ju Im; Eun Jung Choi; Sun Hee Lee; Sun Yong Baek; Yun Jin Kim; Jeong Gyu Lee; Yu Hyone Yi; Mi Jin Bae; So Jung Yune Journal: BMC Med Educ Date: 2012-06-12 Impact factor: 2.463
Authors: Muhd Al-Aarifin Ismail; Anisa Ahmad; Jamilah Al-Muhammady Mohammad; Nik Mohd Rizal Mohd Fakri; Mohd Zarawi Mat Nor; Mohamad Najib Mat Pa Journal: BMC Med Educ Date: 2019-06-25 Impact factor: 2.463