Online vs Offline Pedagogy amidst COVID-19 Pandemic from the Perspective of First Year Medical Students, their Educators and Parents: A Cross-sectional Study

Abstract

Introduction: Coronavirus Disease 2019 (COVID-19) pandemic has compelled medical education institutes to impart knowledge to the undergraduate MBBS students through online medium. In order to adopt the new online pedagogy it is important to understand perceptions of students and their educators. Further, it is imperative for us to know the shortcomings of online teaching methodologies to develop and inculcate newer teaching methods to maintain quality education. Aim: To understand the perception and challenges faced by the first year MBBS students, faculty and their parents during the compelling online classes as teaching methodology compared to Offline. Materials and Methods: The present study was questionnaire- based, cross-sectional conducted in the Department of Biochemistry, Employees’ State Insurance Corporation (ESIC) Medical College and Hospital, Faridabad, Haryana, India, between August 2021 and October 2021. The present study included students of MBBS first year (n=123), faculty (n=27) from ESIC Medical College and Hospital, Faridabad, India, and parents/ guardians of students (n=94). A five-point Likert scale was used to determine the perception of students/faculty/parents. Mean value calculated greater than 3 was considered disagreement and less than 3 as agreement. Online mode (Edumarshal software, Google forms) was used. Statistical analysis was done calculating mean, Standard Deviation (SD) and Paired t-test was used to study significance of study parameters on continuous scale. Results: Student’s perception was that offline teaching was significantly better than online classes in term of enthusiasm, interaction, clarity, periodic assessments (p-value<0.001). Faculty perceived that interference of the external environment was significantly more during online class (Mean±SD=1.07±0.99), periodical assessments were better conducted offline (Mean±SD=1.04±1.05) compared to online. From parent’s view, offline teaching was preferred than online teaching for their ward (Mean±SD=1.75±1.04). Conclusion: The present study observed that though traditional offline teaching methods has its own advantages online pedagogy may be a useful discourse for students and their educators but is accompanied by some challenges. The challenges can be overcome by collaborative efforts of students and their educators to adopt online pedagogy as an effective teaching learning method specially during pandemic situations besides regular offline teaching methods.