TITLE
Medical education during COVID-19 associated lockdown: Faculty perspective on online education.
ABSTRACT
Objective: This study aimed to collect the experiences of faculty regarding e-learning in medical colleges during COVID-19 and to analyse the likely perceived benefits and problems to choose blended learning activities after the COVID crisis.
Study Design:  A six months Cross sectional online study.
 
Methods: A cross-sectional online survey for faculty members of two Medical Colleges of Karachi (Pakistan).
 The participants were provided with a questionnaire through an online Google form to assess their perceptions of online learning during COVID-19 lockdown. Total 50 participants .
Data were recorded on a MS excel sheet and analyzed using SPSS, version 23.

Results: There were 50 responses from the faculty who had an experience of taking online classes, 26 (56.5%) had more than ten years of teaching experience, 10 (21.7%) teachers had <5 years’ experience and 10 had experience between 5 and 10 years. There were 36 (78.3%) teachers from clinical fields, 8(17.4%) from preclinical and 2 (4.3%) from paraclinical subjects.
From the perspective of the faculty members, 30 (65.2%) were interested in including online teaching modules in routine curriculum once classroom teaching restarts, 6 (13%) were against it and 10 (21.7%) remained neutral. 32 (69.6%) teachers suggested a 70%:30% distribution of traditional and online classes, 8 (17.4%) wanted it to be equally distributed and 6 (13%) preferred only classroom teaching.
For the overall experience of online class/lecture/webinar (rated on a 5-point Likert scale , 10 faculty members (21.7%) found the experience to be excellent with a score of five, 14 (30.4%) gave a score of four, 18 (39.1%) gave a score of 3 and 2 (4.3%) each gave a score of 2 and 1. Technical difficulties and internet issues faced by the teachers resulting in frequent interruptions was perceived by majority.
In the post lockdown phase, 54.4% want online classes to be continued in addition to classroom teaching for the cognitive domain, 42 (16.9%)  want it for both cognitive and psychomotor domain and 24.1%do not want online classes. The majority of the faculty members (65.2%) were in favour of including online teaching modules in routine curriculum and 69.6% suggested a 70%:30% distribution of traditional and online classes after the COVID lockdown.
 
Conclusion: We have to anticipate further incorporation of online teaching methods in medical schools. Research is, however, needed to maximize its benefits and to have a greater understanding of the perceived advantages and drawbacks by both the learners and teachers.

CATEGORIES
Medical Education