E-learning In Medical Education Research Articles

Lesson learned from assessing teachers’ and students’ perspectives regarding the quality of e-learning in medical education during the pandemic: a mixed-methods study

BackgroundThe evaluation of e-learning systems ensures the provision of quality training. The goal was to identify the perspectives of teachers and students on e-learning in medical education during the COVID-19 pandemic at Shiraz University of Medical Sciences (SUMS), Iran.MethodsThis study utilized a convergent mixed methods research design with a two-phase approach to collect and analyze data between June and August 2022. In the first stage, a cross-sectional descriptive study was conducted to evaluate the quality of e-learning systems from the perspective of 400 students. In the second stage, semi-structured interviews were conducted with 10 virtual education professors and 10 student representatives to identify the strengths, weaknesses, opportunities, and threats of virtual education. A validated questionnaire was administered to assess the quality of the e-learning system, and data were analyzed using SPSS-21. Qualitative data were subjected to content analysis.ResultsOur findings revealed that the student support system, the course structure, and the infrastructure and technology subscales’ mean scores were significantly higher than the average level (P < 0.001). However, the professors’ methods of teaching and learning strategies were unsatisfactory. The results of the present study showed that the evaluation mean score was significantly higher among, younger, female, and undergraduate students. Virtual education has strengths and weaknesses, and innovative approaches are needed to enhance student engagement. The lack of appropriate infrastructure and virtual teaching tools for teachers and students is a significant challenge that needs to be addressed. Blended learning is effective in medical education, and the shift from teacher-centered to learner-centered teaching approaches is an opportunity to explore innovative teaching approaches.ConclusionFrom the perspective of students, the quality of eLearning systems at the universities was moderate. Virtual education offers both benefits and drawbacks, and there is a requirement for innovative solutions to enhance student engagement and lessen boredom.

E-learning in medical education: a perspective of pre-clinical medical students from a lower-middle income country

BackgroundMany of the educational institutions in developed countries have shifted to online learning. While transition from traditional to electronic learning (e-learning) has remained a great challenge in low-middle income countries, where limited resources for teaching and learning are important factors. Medical education involves not only lecturing but also deep understanding through laboratories and patient exposure. The debate about the effectiveness of e-learning in medical education is still in contradiction due to its limitations. This cross-sectional survey was conducted to assess pre-clinical undergraduate medical students’ perception of their first online learning in a lower-middle income country.MethodologyThe survey was conducted among the students who had participated in online learning during COVID-19 for at least a year. A total of 824 preclinical medical students who completed the survey from public and private medical universities in Sindh, Pakistan were included in the study. We used a validated online-based questionnaire, distributed through E-mail and social media platforms to assess the perception of students regarding their first online learning experience.ResultsThe response rate of the survey was 87.9%. The mean age of students was 20.7 ± 3.8 years. 392/824 (47%) were males and 57% were females. Our study indicated that 613/824 (75%) of students were experiencing online learning for the very first time while 631/824 (77%) were facing technical issues like internet accessibility and lack of IT-related skills. 381/824 (46%) were not satisfied with the institute’s readiness for online teaching. However, 79% (654/824) of participants were of the idea that traditional learning is more effective in developing their practical skills as compared to e-learning. Of note, 668/824 (81%) showed overall dissatisfaction with e-learning.ConclusionBased on our study findings, we concluded that most students have a negative perception of e-learning. Difficulty in connectivity, electricity issues, less interaction with colleagues and teachers, and issues with the structure of online courses were the most frequently reported problems by the students.

Perceptions About E-Learning Among Undergraduate Medical Students: A Cross Sectional Study

The COVID-19 pandemic times showed the need for blending e-learning in medical education. The current study aims to find the perceptions of undergraduate medical students on e-learning. A questionnaire-based cross-sectional study was conducted on 848 students on perceptions about e-learning. Private college students and Phase IV students significantly faced more data exhaustion. The government college students and phase IV students significantly felt that classes were more monotonous. The longer duration of e-learning caused health effects. Thus, to bring about a better learning environment e-learning can be integrated into the MBBS curriculum as a supplement to bedside and small group learning.

MEDICAL STUDENTS’ PERSPECTIVES ON E-LEARNING DURING THE COVID-19 PANDEMIC IN INDONESIA

Background: Online learning, as one e-learning form, enables interactive learning experiences for students. However, undergraduate students in the medical programme of Cenderawasih University in Papua have been facing various challenges in their engagement with online learning activities during the Covid-19 pandemic. This study examined the perspectives of medical students about their online learning experiences during the university closure due to policy regarding the pandemic situation.Methods: A total of 125 students participated in an online survey using Google Forms, and the data extracted were subject to descriptive analysisResults: The results showed that despite some positive feedback about the online learning management, learning delivery, and motivation received, the students shared their online learning challenges in their interactions with lecturers and peers, their inability to undertake independent self-study, as well as their challenges in group discussions and practicum classes. Other challenges students experienced were difficulties in purchasing internet data and their limited access to learning resources and learning spaces.Conclusion: Taking the socioeconomic and cultural status and contexts of Papua, the most eastern province of Indonesia, this study contributes to the literature on e-learning in medical education in such contexts. Medical faculties in similar settings can also benefit from this study.

An Explorative Review of the Constructs, Metrics, Models, and Methods for Evaluating e-Learning Performance in Medical Education

The performance evaluation of e-learning in medical education has been the subject of much research lately. Researchers are yet to achieve a consensus on the definition of performance or the suitable constructs, metrics, models, and methods to help understand student performance. Through a systematic review, this study put forward a working definition of what constitutes performance evaluation to reduce the ambiguity, arbitrariness, and multiplicity surrounding performance evaluation of e-learning in medical education. A systematic review of published articles on performance evaluation of e-learning in medical education was performed on the SCOPUS, Web of Science, PubMed, and EBSCOHost databases using search terms deduced from the PICOS model. Following the PRISMA guidelines relevant published papers were searched and exported to Endnote. Screening and quality appraisal were done on Rayyan. Three thousand four hundred and thirty-nine published studies were retrieved and screened using predetermined inclusion and exclusion criteria. One hundred and three studies passed all the criteria and were reviewed. The reviewed literature used 30 constructs to operationalize performance. The leading constructs are knowledge and effectiveness. Both constructs were used by 60% of the authors of the reviewed literature to define student performance. Knowledge gain, satisfaction, and learning outcome are the most common metrics used by 81%, 26%, and 15% of the reviewed literature to measure student performance. The study discovered that most researchers forget to evaluate the “e” or electronic component of e-learning when evaluating performance. The constructs operationalized and metrics measured were primarily focused on learning outcomes with minimal focus on technology-related metrics or the influence of the electronic mode of delivery on the learning process or evaluation outcome. Only 6% of the reviewed literature applied evaluation models to guide their evaluation process - mostly the Kirkpatrick evaluation model. Also, most of the included studies used randomization as an experimental control method, mainly using pre-and post-test surveys. Modern evaluation methods were rarely used. Only 1% of the reviewed literature used Google Analytics, and 2% used data from a learning management system. This study increments the existing body of knowledge in performance evaluation of e-learning in medical education by providing a convergence of constructs, metrics, models, and methods and proposing a roadmap to guide students’ performance evaluation process from the synthesis of findings and the gaps identified through the systematic review of existing literature in the domain. This roadmap will assist in informing researchers of grey areas to consider when evaluating performance to ensure more quality research outputs in the domain.

The Role of E-learning in Medical Education during the COVID-19 Pandemic: A Cross-Sectional Study of Student Perception

The Role of E-learning in Medical Education during the COVID-19 Pandemic: A Cross-Sectional Study of Student Perception

Assessing the Quality of Online Learning During the COVID-19 Pandemic from the Perspective of Iranian Community Health Workers and Their Instructors

Background: Medical education has experienced a significant shift from traditional teaching styles to online, distance, or electronic learning, which applies electronic technology to support teaching strategies and engage learners in the learning process more effectively. Objectives: This study aimed to investigate educators’ and trainees’ viewpoints on virtual education for community health workers (CHWs) at Kermanshah University of Medical Sciences. Methods: Using the census method, we conducted this cross-sectional study among 50 instructors and 150 CHW trainees of education programs at the Kermanshah University of Medical Sciences during 2020 - 2021. Educational materials were provided for learners virtually according to weekly scheduled programs. District Behvarz training center (DBTCs) tried to share educational videos during the period to provide practical training. In addition, clinical placements were considered for learners to facilitate gaining experience in the work environment. During the third trimester of a combined educational program, a 32-item questionnaire including six dimensions of educational design: Learner-instructor interaction, learner-learner interaction, course content, learning opportunities, and course evaluation was used to collect data. The tool was developed based on the criteria for evaluating the quality of e-learning in medical education mentioned by Hakimzadeh and Afandideh. Data was analyzed using SPSS software version 20.0. Results: The participants were quite satisfied with almost all aspects of education. According to the trainers’ and learners’ perspectives, the greatest and lowest scores were in learner-instructor and learner-to-learner interactions, respectively. Students’ scores on online education were higher. Conclusions: It is critical to move to hybrid courses and online learning to take advantage of virtual education and improve the learning process through learning strategies, as well as provide trainees with flexibility through distance learning.

E-Learning Performance Evaluation in Medical Education-A Bibliometric and Visualization Analysis.

Performance evaluation is one of the most critical components in assuring the comprehensive development of e-learning in medical education (e-LMED). Although several studies evaluate performance in e-LMED, no study presently maps the rising scientific knowledge and evolutionary patterns that establish a solid background to investigate and quantify the efficacy of the evaluation of performance in e-LMED. Therefore, this study aims to quantify scientific productivity, identify the key terms and analyze the extent of research collaboration in this domain. We searched the SCOPUS database using search terms informed by the PICOS model, and a total of 315 studies published between 1991 and 2022 were retrieved. Performance analysis, science mapping, network analysis, and visualization were performed using R Bibliometrix, Biblioshiny, and VOSviewer packages. Findings reveal that authors are actively publishing and collaborating in this domain, which experienced a sporadic publication increase in 2021. Most of the top publications, collaborations, countries, institutions, and journals are produced in first-world countries. In addition, studies evaluating performance in e-LMED evaluated constructs such as efficacy, knowledge gain, student perception, confidence level, acceptability, feasibility, usability, and willingness to recommend e-learning, mainly using pre-tests and post-tests experimental design methods. This study can help researchers understand the existing landscape of performance evaluation in e-LMED and could be used as a background to investigate and quantify the efficacy of the evaluation of e-LMED.

E-learning in medical education: Challenges and benefits in the perception of medical students during COVID-19 pandemic

E-learning in medical education: Challenges and benefits in the perception of medical students during COVID-19 pandemic

IMPACT OF E-LEARNING IN PHARMACY AND MEDICAL EDUCATION, ADVANTAGES AND DISADVANTAGES OF ITS ADOPTION IN HIGHER EDUCATION

Knowing the components of E-learning, the evidence of its effectiveness, the implementation required for college growth, the evaluation techniques for e-learning and e-learning by outlining important words, the introduction to e-learning and its role in clinical training is provided by the authors. , and how E-learning can be considered evidence of educational scholarship. Using of internet for E-learning is Technologies to increase expertise and efficiency. E-getting to understand technology gives power to learners over technology. Elearning would mean using of internet technologies to enhance information and productivity. It could be known as a technology provides learners with control over content material, learning sequence, mastering speed, time, and daily media, enabling them to tailor their feedback to achieve their personal mastering goals. In fact, E-learning seems to be at least as effective in various science education contexts. Traditional teacher-led approaches along with lectures. However, students do not see E-learning as a supplement to traditional teaching, which forms part of a mixed-mastering strategy. Repositories provide an increasing infrastructure to direct e-learning expertise from within medical training. To monitor access to e-getting to know substances, agreement on technical standardization, and techniques for peer review of these sources, or virtual libraries. E-learning presents extreme research opportunities for faculty, along with persevering with scholarship reporting difficulties. Innovations in e-learning technology are closer to a schooling revolution, enabling individualized learning (adaptive mastering), and improving connections between learners with others (collaborative information acquisition). The incorporation of e-study into clinical education will catalyze the change towards using adults to get to know the concept, where educators are now not directly serving because content material suppliers are more interested as mastering facilitators and competence assessors. Keywords: E-Learning, Pharmacy and Medical, Advantages, Education

Medical Students' Attitude Toward E-learning During the COVID-19 Pandemic

Background: The coronavirus disease 2019 (COVID-19) crisis has greatly impressed medical education by shifting traditional educational methods to e-learning. Objectives: This study evaluated the undergraduate medical students' attitudes toward e-learning during the COVID-19 pandemic Methods: This cross-sectional study included undergraduate medical students of Mashhad University of Medical Sciences, Mashhad, Iran, in the academic year 2020 - 21 by census sampling method, whose attitude toward e-learning was evaluated based on the Ghanizadeh et al. scale. Categorical variables were demonstrated with frequency and percentage, and quantitative variables were described using the mean and standard deviation. An independent-sample t test was run to study the hypothesis. Analysis of covariance (ANCOVA) was performed to compare pre-clinical and clinical groups' attitudes toward e-learning after gender control. Statistical analyses were performed by SPSS 23. Results: The study enrolled 528 undergraduate medical students. The findings indicated that 85.4% of the students agreed with the necessity of more effective e-learning in medical education, and 95.5% believed that e-learning should play a complementary role in medical education. It was found that clinical students had a marginally statistically significantly better attitude toward e-learning than pre-clinical students (t = -2.04, df = 526, P = 0.041). Nevertheless, no significant difference was observed between the two groups after gender control (t = 2.87, P = 0.091). It was shown that males had more positive attitudes toward e-learning than females (t = 2.28, df = 526, P = 0.023). Conclusions: The results revealed acceptable attitudes toward e-learning. Although many students declared e-learning's usefulness and confirmed its complementary role in medical education, some announced that it could not replace in-person training.

Using Technology Adoption Theories to Maximize the Uptake of E-learning in Medical Education.

IntroductionWhile the use of e-learning tools in medical education is guided by robust literature on their design and evaluation, there is sparse literature on strategies that maximize their adoption among trainees.MethodsIn this scoping review, we searched Web of Science for studies on technology adoption theories as applied to education, using a final censoring date of August 1, 2021.ResultsBased on our findings, we identified three representative theories: (1) technology acceptance model, (2) technology adoption life cycle, and (3) domestication theory.DiscussionWe describe these theories in detail, examine their prior applications, and propose specific uses within medical e-learning.

E-Learning in Medical Education in Sri Lanka: Survey of Medical Undergraduates and New Graduates.

BackgroundMedical education has undergone drastic changes with the advent of novel technologies that enable e-learning. Medical students are increasingly using e-learning methods, and universities have incorporated them into their curricula.ObjectiveThis study aimed at delineating the pattern of use of e-learning methods among medical undergraduates and new graduates of the Faculty of Medicine, University of Colombo, and identifying the challenges faced by these students in using e-learning methods.MethodsA cross-sectional descriptive study was conducted in the Faculty of Medicine, University of Colombo, in April 2020, with the participation of current undergraduates and pre-intern medical graduates, using a self-administered questionnaire that collected data on sociodemographic details, pattern of use of learning methods, and challenges faced using e-learning methods.ResultsThere were 778 respondents, with a response rate of 65.1% (778/1195). All the study participants used e-learning resources with varying frequencies, and all of them had at least 1 smart device with access to the internet. Electronic versions of standard textbooks (e-books), nonmedical websites, online lectures, medical websites, and medical phone apps were used by the majority. When comparing the extent of use of different learning methods, it appeared that students preferentially used traditional learning methods. The preference was influenced by the year of study and family income. The 3 most commonly used modalities for learning new study material and revising previously learned content were notes on paper material, textbooks (paper version), and e-books. The majority (98.7% [n=768]) of participants have encountered problems using e-learning resources. The most commonly faced problems were unavailability of free-of-charge access to some e-learning methods, expenses related to internet connection, poor connectivity of mobile internet, distractions while using online resources, and lack of storage space on electronic devices.ConclusionsThere is a high uptake of e-learning methods among Sri Lankan medical students. However, when comparing the extent of use of different learning methods, it appeared that students preferentially used traditional learning methods. A majority of the students have encountered problems when using e-learning methods, and most of these problems were related to poor economic status. Universities should take these factors into consideration when developing curricula in medical education.

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

Background: Due to COVID-19 pandemic, online classes were initiated in medical colleges for continuation of learning. Methods: A cross-sectional study was conducted among 537 undergraduate medical students in an Indian medical college using Google forms. The questionnaire contained sections on students’ online or e-learning experience and role of instructor in enhancing it; challenges and further 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%) regularly joined e-classes on time. Prior scheduling of 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 through e-learning application (77%) facilitated learning among participants. For (42.6%) e-learning represented considerable challenge in acquiring clinical medical skills. Theory lectures were found suitable for learning by e-learning mode while clinical case discussions were not preferred. Conclusion: E-classes had some definite advantages; however, undergraduate medical students preferred blended approach as e-learning represented a challenge for learning clinical medical skills. Instructors were found to have definite role in enhancing e-learning experience. Providing solutions to barriers like poor internet connectivity and resolution of technical glitches are essential for improved implementation of e-learning.

E-learning in medical education during COVID-19 pandemic: experiences of a research course at Kenya Medical Training College

BackgroundE-learning has been widely adopted as a teaching and learning approach in medical education internationally. However, its adoption in low- and middle-income countries is still at an infantile stage. The use of e-learning may help to overcome some of the barriers to access to quality education and provide flexible, low-cost, user-centred, and easily updated learning. To address the need for research education during the COVID-19 pandemic, we developed and implemented an e-learning course for students enrolled in higher diploma courses at the Kenya Medical Training College (KMTC). In this paper, we report our experience teaching the online research course in resource-constrained settings to enable other medical educators, students and institutions in similar settings to understand the most appropriate approaches to incorporating e-learning interventions.MethodsThis was a cross-sectional study that reviewed the experiences of learners and lecturers on a research course at Kenya Medical Training College. All higher diploma students admitted to the college in the 2020/21 academic year were invited to take part in the study. We also included all lecturers that were involved in the coordination and facilitation of the course. We analysed qualitative and quantitative data that were collected from the e-learning platform, an online course-evaluation form and reports from course lecturers.ResultsWe enrolled 933 students on the online research course. These students had joined 44 higher diploma courses in 11 campuses of the college. The students struggled to complete synchronous e-learning activities on the e-learning platform. Only 53 and 45% of the students were able to complete the pretest and the posttest, respectively. Four themes were identified through a thematic analysis of qualitative data (1) Students gained research competencies (2) Students appreciated the use of diverse e-learning technologies (3) Students felt overwhelmed by the research course (4) Technological challenges reduce the effectiveness of online learning.ConclusionOur results suggest that e-learning can be used to teach complex courses, such as research in resource-constrained settings. However, faculty should include more asynchronous e-learning activities to enhance teaching and learning and improve student experiences.

Exploring the perspectives of medical students on application of e-learning in medical education during the COVID-19 pandemic.

The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. This study aimed to explore medical students' perspectives on the application of e-learning in medical education during the COVID-19 pandemic. This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from "least agree" to "most agree." Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.

Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic.

Face-to-face education as the traditional basis for medical education was disrupted by the COVID-19 pandemic as learners and educators were moved online with little time for preparation. Fortunately, as online learning has grown, together with medical education shifting to problem-based and team-centered learning over the last three decades, existing resources have been adapted and improved upon to meet the challenges. Effective blended learning has resulted in innovative synchronous and asynchronous learning platforms. Clearly, to do this well requires time, effort, and adjustment from clinicians, educators, and learners, but it should result in an engaging change in teaching practice. Its success will rely on an evaluation of learning outcomes, educator and learner satisfaction, and long-term retention of knowledge. It will be important to maintain ongoing assessment of all aspects of the medical education process, including how to best teach and assess theory, physiology, pathology, history-taking, physical examination, and clinical management.Conclusion: The COVID-19 pandemic triggered emergency transitional processes for teaching and assessment in medical education which built upon existing innovations in teaching medicine with the use of technology. These strategies will continue to evolve so as to provide the basis for an enduring hybrid teaching model involving blended and e-learning in medical education.. What is Known:• Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in online educational approaches and techniques.• Being able to adapt to new and innovative integrated teaching methods is of key importance when becoming a competent teacher.What is New:• This review presents an up-to-date summary of best practice in blended and e-learning and how it may be optimally delivered.• Knowledge of the principles of e-learning, and how people learn more generally, helps pediatricians shape their clinical teaching and facilitates better interaction with medical students and residents.

Embracing electronic learning in medical education during COVID-19 pandemic

Medical education is considered as a very significant strategy ensuring good quality in academics and health care. Currently, medical education across the world has been experiencing a major obstruction as a consequence of the novel coronavirus disease pandemic. At the same time, the rapid use of emergent technologies to maintain effective teaching and learning has become an essential component for transformative changes and the future of medical education. In this paper, we discuss the role of e-learning in medical education by outlining its components, effectiveness, barriers, all the pros and cons and future of implementation of such technology. The intention of this article is to inform all medical educators and students across the world on how the technological changes even after the pandemic can have a positive impact on medical education.

DESIGNING E-LEARNING IN MEDICAL EDUCATION: TOWARD A COMPREHENSIVE MODEL

This study was conducted to present a comprehensive model for designing e-learning in Medical education. This qualitative study was performed in three stages. First, we used the “critical review” approach proposed by CarnWell to synthesize a conceptual model from studies that employ e-learning in Medical education. In the second stage, using Bereday’s comparative method, 30 renowned virtual universities were evaluated. Finally, after aggregating and summarizing the results of the previous stages, the model was presented. The results of the study showed that designing e-learning in medical education requires making plans on national and international levels. Moreover, for qualitative and quantitative improvement of e-learning, global progress, achievements, and standards should be monitored continuously, and strategic, tactical, and executive aspects should be rigorously addressed. This comprehensive model for the design and development of e-learning in medical education is identified as an area requiring further research.

Future of e-Learning in Medical Education—Perception, Readiness, and Challenges in a Developing Country

Background: Medical institutes in India and globally were widely affected by the COVID-19 pandemic, and there was an almost immediate need to adapt modules for delivery on e-learning platforms. This study was undertaken to gauge the future and usefulness of e-learning in medical education by analyzing the perception, attitude, and readiness of healthcare learners during the ongoing pandemic.Methodology: A quantitative survey was conducted among the healthcare community, during lockdown i.e., over a period of five weeks from 8th May to June 13, 2020. A survey questionnaire was developed to understand the demographic details, knowledge, infrastructure access, and attitude of the healthcare professionals. It was circulated through snow-balling technique with one hundred healthcare and allied professionals (linked with Project ILBS-ECHO) as the initial seeds. Each person was asked to then circulate the survey to 20 or more of their contacts and so on for the proposed duration of the study. Identifying information was anonymized before and ethical approval was obtained prior to initiating the survey.Results: A total of 3,004 healthcare professionals voluntarily participated in the survey. The respondents were mostly young adults, with 61% of participants being &amp;lt;30 years of age. About 65.41% used e-learning platforms for obtaining knowledge and skills during the pandemic, despite 71.1% of the respondent reporting cyber security concerns. Significant advantages of e-learning mentioned by participants was reduction in travel time and assistance in maintaining social distancing (68.21%) without compromising learning.Conclusion: With learners consistently jumping on to the bandwagon, the trend can be anticipated to continue post pandemic. For this reason, the study tried to highlight the awareness, perceptions, and potential challenges faced by Indian healthcare and allied professionals regarding e-learning as a method of education.