TITLE: Perception of Medical Students

Regarding Online Learning in a Medical

College of Kolkata

Calcutta National Medical College and

Hospital, Kol- 14
PRESENTED
BY:

Group B
Batch A
2nd Proff MBBS

Calcutta National Medical

College and Hospital
Kolkata- 700014

5/11/2022 2
 Description:
SARS CoV-2, or simply COVID-19, since the
last few years has changed global outlook rapidly in
sectors concerning public health, education, disaster
management and so on. The World Health
Organization (WHO) declared the outbreak in
January 2020, a public health emergency of
international concern. In March 2020, the WHO
declared COVID-19 as pandemic, affecting more
than 200 countries.
Countries across the globe started taking
measures in varying degrees to contain the
contagious virus and break the chain of disease.
Like many, the Indian Govt. imposed nationwide
lockdown restrictions to ‘flatten the curve’.
Almost every Private and Public Sectors were shut
down, as a necessary evil. This has impacted all
walks of life. Medical education was no exception,
with the cessation of live offline lectures, clinical
placements and key examinations. Medical Colleges
across the country resorted to Online Teaching to
compensate for this huge lacuna.

 Statistics and Discussions :

A recent systematic review hinted that
offline teaching and online teaching are similar in
terms of outcomes of examinations. However,
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 doubts have been raised regarding the quality of
resources produced during the pandemic. These
resources were supposedly meant to compensate
for the lack of exposures. A Twitter discussion,
involving representatives from the General Medical
Council, NHS (National Health Service) England
and WHO, found that a key concern among
students was that online education impacted their
ability to develop clinical competence. This further
accentuated the potential role ofsocial media in
facilitating medical education.
In a recent survey, a total of 983 medical
students from MBBS, BDS, and other allied
courses were asked some questions pertaining to
our topic. It was carried out after 3 weeks of
online classes. Students were askedif they had
encountered online medical classes before this
pandemic. Out of 983 students, 826 had not
taken online classes previously and 123 students
had already experienced and 34 students provided
no response. The mean age group of students was
between 20.02 ± 1.45 years.

 Rationality of the topic:

In this study we aim to evaluate the-
1. Pros and cons of online classes and students’ level
of satisfaction in terms of acquiring knowledge and
understanding the course.
2. Availability of cost-effective e-resources.
3. Proper balance between practical and theoretical
classes. 5/11/2022 4
 resources were supposedly meant to compensate
for the lack of exposures. A Twitter discussion,
involving representatives from the General Medical
Council, NHS (National Health Service) England
and WHO, found that a key concern among
students was that online education impacted their
ability to develop clinical competence. This further
accentuated the potential role ofsocial media in
facilitating medical education.
In a recent survey, a total of 983 medical
students from MBBS, BDS, and other allied
courses were asked some questions pertaining to
our topic. It was carried out after 3 weeks of
online classes. Students were askedif they had
encountered online medical classes before this
pandemic. Out of 983 students, 826 had not
taken online classes previously and 123 students
had already experienced and 34 students provided
no response. The mean age group of students was
between 20.02 ± 1.45 years.

 Rationality of the topic:

In this study we aim to evaluate the-
1. Pros and cons of online classes and students’ level
of satisfaction in terms of acquiring knowledge and
understanding the course.
2. Availability of cost-effective e-resources.
3. Proper balance between practical and theoretical
classes.

5/11/2022 5
5/11/2022 6
 Study type: Descriptive observational study
 Study design: Cross sectional study
 Place of study: Calcutta National Medical
College, Kolkata (CNMC, Kolkata)
 Study period: 28th April,2022 – 19TH
May,2022
 Study population: All Medical students
atCalcutta National Medical College, Kolkata who
had exposure to online teaching methods that is
2nd Semester to 8th Semester students.
 Inclusion criteria; All students who gave
informed consent to the study
 Exclusion criteria: Students who were
seriously ill and were not able to fill up the
questionnaire.
 Sampling method and Sample size;

 Study tool; A predesigned,

pretestedquestionnaire was used. Pretesting was
done among the students conducting the study and
were excluded from the final sample.
 Study table-

5/11/2022 7
 Study variable: Socio-demographic
variables like age, gender, Socioeconomic
status using B.G. Prasad scale, May 2021.
Variables related to satisfaction and
effectiveness of online teaching which was
measured using a 5-pointLikert scale.
 Data collection: Class Representatives of
respective batches were identified.
 Data analysis: Data was tabulated using MS
excel and was analyzed using simple proportions,
percentages,bar diagrams, pie diagrams.

5/11/2022 8
 Table No 1: Distribution of study population
according to STUDY YEAR

Year of Number Percentage

admission
2018
2019
2020

5/11/2022 9
Table No 2: Distribution of study population
according to GENDER

Gender Number Percentage

Male
Female

5/11/2022 10
 Table No 3: Distribution of study population
according to AGE

Age Number Percentage

≤18
19-20
21-24
≥25

5/11/2022 11
 Table No 4: Distribution of study population
according to SOCIOECONOMIC CLASS

Socioeconomic Number Percentage

class

I
II
III
IV
V
* According to modified B.G
Prasad Scale

5/11/2022 12
 Table No 5: Distribution of study population
according to THEIR PREFERENCES FOR DIFFERENT
ONLINE METHODS OFFERED BY INSTITUTES

Methods Number Percentage

a. Interactive live
lectures or
seminars
(webinars)
b. Pre-recorded
lectures or
seminars without
possibility of
interaction
c. Online
platforms and
resources for
self-learning/self-
assessment
modules
d. Chats
(with/without
video stream)
e. Audio podcasts

5/11/2022 13
 Table No 6: Distribution of study population
according to SATISFACTION WITH ONLINE
TEACHING (5 point Likert Scale)

Sat. Strongl Disagre Neutral Agree Strongl

Par. y e y
Disagre Agree
e
N % N % N % N % N %
Q. a
Q. b
Q. c
Q. d
Q. e
Q. f
Q. g
Q. h
Q. i
Q. j

5/11/2022 14
 Table No 7: Distribution of study population
according to EFFECTIVENESS OF ONLINE
TEACHING (5 point Likert Scale)

Sat. Strongl Disagre Neutral Agree Strongl

Par. y e y
Disagre Agree
e
N % N % N % N % N %
Q. k
Q. l
Q. m
Q. n
Q. o

5/11/2022 15
 Table No 8: Distribution of study population
according to PREFERENCE (most and least)
FOR ONLINE TEACHING TECHNIQUES:

Teaching Most Least

techniques N % N %
a. Interactive live
lectures or
seminars
(webinars)
b. Pre-recorded
lectures or
seminars without
possibility of
interaction
c. Online
platforms and
resources for self-
learning/self-
assessment
modules
d. Chats
(with/without
video stream)
e. Audio podcasts

5/11/2022 16
 Table No 9: Distribution of study population
according to PROBLEM FACED DURING ONLINE
TEACHING:

Problem Faced Number Percentage

a. Availability of
access to proper
device
b. Availability of
good quality
internet
connection
c. Availability of
good quality
video/audio
presentation
d. Technical
knowledge of
handling software
like Google
teams/Zoom/Skyp
e etc.

e. Technical
knowledge
f. Health problems
like strain on
eyes/back
pain/neck pain etc 5/11/2022 17
 Table No 10: Distribution of study
population according to OPINION REGARDING
FUTURE LEARNING METHODS:

Learning Number Percentage

Method
a. On site (100%)
b. Equal mix
(50%/50%)
c. Online (100%)

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