Lecture Style Research Articles

Interactive Large-group Newborn Health Learning Experiences among Students of Homeopathy

Background: Flipped classroom is an interactive teaching-learning method which has reported good acceptability in medical education. The effectiveness of this technique in teaching a non-mainstream subject is less explored. Objective: This study was planned to assess the understanding among the homoeopathic students of a clinical subject taught via flipped class methodology. Method: The flipped classroom approach was used for conducting online teaching sessions in paediatrics for the undergraduate students of homoeopathy. The students were provided with lecture material and learning aids before each of the two sessions on newborn health. Two separate online sessions were conducted in flipped class style. Students were asked to respond to a post-test questionnaire for knowledge assessment and a feedback questionnaire regarding learning satisfaction. A five-point Likert scale was used to assess the satisfaction experiences. Results: A total of 64 responses were received after both classes where the mean (SD) knowledge score was 6.3 (1.2). Majority (79.6%) did not find the preparation for the lecture to be difficult and 63 (98.4%) agreed that this lecture style is helpful for learning. 53 (82.8%) participants agreed that it is useful for the preparation of examinations. Majority (90.6%) rated the satisfaction after the class as 4 or 5. Few topics were suggested for further learning by the students after the class. Conclusion: Flipped classroom was used as a novel approach for teaching a clinical subject to the students of homoeopathy. High student satisfaction in terms of learning motivation and usefulness in preparation for examinations was recorded.

Gender Differences in Students' Motivation and Conceptual Knowledge in Chemistry Using Technology-Integrated Formative Assessment

This study examines the impact of gender and technology-integrated formative assessment on learning chemistry in general and chemical equilibrium in particular from the perspective of learning and motivation. To achieve the aforementioned objective, a quasi-experimental, non-equivalent, non-randomized pre-test and post-test research design was adopted. There were three groups in the study: two experimental and one comparative. The experimental groups implemented formative assessment (FA) and technology-integrated formative assessment (TIFA) strategies, whereas the comparison group used lecture style method. Two intact classes were chosen for treatment and one intact class was chosen for comparison groups using a random sampling technique. The Chemical Equilibrium Conceptual Test (CECT) and the Chemistry Motivational Questionnaire (CMQ), both adapted from the literature, were used to gather data. The reliability coefficient for CMQ was calculated using Cronbach's alpha. The Kudder Richardson formula 20 was used to check the CECT's internal consistency (KR-20). Two-way ANOVA statistics were used to analyze the data. Gender has no effect on students' motivation or conceptual knowledge when learning chemical equilibrium. There was no interaction impact of treatment and gender on the conceptual and motivational test scores. TIFA was shown to be more successful than the other two groups in promoting students' conceptions and motivation in learning chemical equilibrium, regardless of gender. Chemistry teachers should implement TIFA as a teaching method in their classes, according to the study. It is also recommended that teachers use it into their classes to help motivate students.

A quasi-experimental evaluation of a flipped class in a public health course

Objective: Evaluate the role of flipped class in an undergraduate epidemiology course. Methods: A pre-post quasi-experiment with historical controls was conducted to evaluate students’ attitude, perception, and self-efficacy of epidemiology through a flipped class approach. Results: The sample included 254 undergraduate students. Students’ attitude, perception, and the usefulness of epidemiology, along with self-efficacy in problem solving, significantly changed after end of class. The average grade rose from B to A-. Qualitative feedback captured two themes: increased pace of the course and collaborative learning. Conclusion: To encourage collaborative learning, this study encourages the integration of active learning together with the traditional lecture style.

Robin Murphy (15 August 1950 to 17 November 2021)

Known and appreciated by legions of homeopathic students, practitioners and clients for his relaxed, yet authoritative laid-back lecturing style, naturopathic doctor, Robin Murphy, succumbed to a coronavirus disease 2019 (COVID-19) pneumonia infection during the Thanksgiving month of 2021. He crossed the threshold at the age of 71.

Comparative study of traditional face-to-face teaching, audience response system, and a flipped classroom plus audience response

The audience response system (AUD) and flipped classroom (FLP) strategies have been applied globally in higher education. However, to the best of our knowledge, there have been no studies comparing AUD and AUD with FLP(FLP+AUD). This study examined whether FLP+AUD might be the most effective teaching method for pharmaceutical students compared with the traditional face-to-face (TRA) and AUD lecture styles. We recruited second-year (P2) university students in Japan from 2017 to 2019 and conducted

Medical English Education in Japan : Developing a Curriculum to Motivate Students by Providing Visualization Opportunities Using Near-peer Teaching.

Despite advancements in the pedagogy of medical education in various fields, Japan has no standardized medical English education. The U.S. Medical Licensing Examination (USMLE) Study Group of Tokushima is an extracurricular activity in which medical students and recent graduates meet every 1-2 months. The aim is to stimulate students' curiosity ; cultivate their initiative, self-efficacy, and English learning goals ; and motivate them to be self-regulated learners. Accordingly, we conducted near-peer teaching style lectures that focused on sharing medical English-related experiences, so students could have regular opportunities to visualize the benefits of learning medical English. Following the activities, we observed increased motivation and self-study among students, resulting in a high USMLE passing rate. Furthermore, five members started their training at American hospitals and pursued careers in English-speaking environments. Thus, near-peer teaching style leads to shared medical English-related experiences that help students to visualize English-related opportunities. This education style taught by similar generations aids in setting a specific goal by providing access to role models, cultivating their initiative and self-efficacy, motivating them to learn English, and producing positive outcomes.Modifying the curriculum to actively create opportunities for students to visualize themselves in an international environment can motivate them to continue learning English. J. Med. Invest. 69 : 332-334, August, 2022.

PENYULUHAN TENTANG KHASIAT TANAMAN DAUN AFRIKA DAN DAUN KELAPA SAWIT UNTUK PENYEMBUHAN PENYAKIT KOLESTEROL DI PUSKESMAS PATUMBAK

Counseling on the efficacy of African leaf plants and oil palm leaves which aims to provide benefits on cholesterol healing in health centers in Patumbak district aimed at the elderly, by applying promotive and preventive nature through planning, mobilization, implementation, monitoring, control and assessment. Counseling on the efficacy of African leaf plants and oil palm leaves at the Patumbak Public Health Center, Deli Serdang Regency is aimed at increasing the understanding of the elderly to identify symptoms of high cholesterol or not, so that they can prevent or treat them, and the elderly can know the importance of checking cholesterol levels. Counseling will be carried out in a lecture style with conditions with discussion and brain storming that stimulates the counseling atmosphere. The evaluation of activities was assessed from the support of the Patumbak Health Center, the timeliness of implementation, the facilities used, the number of participants who took part in the counseling and the participation of the participants. Counseling participants were invited to express opinions, especially the problems faced at the Patumbak Health Center regarding cholesterol so that solutions could be found together. The results obtained The elderly after receiving counseling can understand well the benefits of counseling from the Patumbak Public Health Center regarding the use of the efficacy of African leaf plants and oil palm leaves for healing. The elderly families lack knowledge about the importance of health for the elderly. The family is willing to provide education and enthusiasm about the importance of utilizing the benefits of African leaf plants and oil palm leaves. The elderly after receiving counseling can understand well the benefits of counseling from the Patumbak Public Health Center regarding the use of the efficacy of African leaf plants and oil palm leaves for treating cholesterol in the elderly. However, after attending the counseling, these elderly people can understand more fully the benefits of counseling. Community Health Center cadres who have been providing services to the elderly to a minimum, can change well by providing innovative promotions.

INSCRIBE - College Notes Sharing Application

Abstract: The lecture is still the primary teaching and learning form in university and will remain so due to its cost effectiveness. However, student disengagement caused by the traditional didactic style of lecture - with its one-way information flow allowing little or no interaction - prevents students from taking full advantage of this learning paradigm. Some work has been done to address this issue by re-designing lectures to incorporate more lecturer-and student interaction, but has yet to be widely adopted. In this paper, we present a novel approach to applying a student centered collaborative learning pedagogy into the lecture environment through a novel real-time collaborative notes sharing application Group Notes on Smartphones to let students voluntarily engage themselves by means of student-to-student interaction and also with the faculty members. Preliminary student feedback has shown that the approach is pedagogically and technically feasible and students are quite open to this approach due to its learning-sharing factor and peer motivation. Keywords: Android, IOS, Dart - Flutter, encryption, collaboration, Smartphones, education.

The Concept and Context of Distance Learning in the New Normal Learning Scheme

Distance Learning has been around since its advent in 1960 and evolved in the creation of World Wide Web (WWW) in 1991 with the introduction of first education programs through internet of University of Phoenix and other universities and colleges. Vast ideas of concepts, theories and context have aroused in the popularization and implementation of distance learning in educational system and its first and most adversary are those in favor of lecture style of teaching. In the onset of the COVID-19, all fields of society have been affected and one of it is the educational system. This pandemic propagated the rise of distance learning in the Philippines and it becomes the most reliable modality of continuing the academic years. Distance learning becomes more adaptive and effective with the help of flexible teaching and learning modalities. Several studies exposed the concepts and theories for the distance learning to be more acceptable. These concepts and theories are supported by the literature with claims of context of distance learning in order to create an open and good system. Frameworks and being literate with the aid of continuous studies in this rising field is one of the key concepts in creating more possibilities to attain the quality of sufficient distance learning modality.

Combining Learning and Engagement Strategies in a Software Testing Learning Environment

There continues to be an increase in enrollments in various computing programs at academic institutions due to many job opportunities available in the information, communication, and technology sectors. This enrollment surge has presented several challenges in many Computer Science (CS), Information Technology (IT), and Software Engineering (SE) programs at universities and colleges. One such challenge is that many instructors in CS/IT/SE programs continue to use learning approaches that are not learner centered and therefore are not adequately preparing students to be proficient in the ever-changing computing industry. To mitigate this challenge, instructors need to use evidence-based pedagogical approaches, e.g., active learning, to improve student learning and engagement in the classroom and equip students with the skills necessary to be lifelong learners. This article presents an approach that combines learning and engagement strategies (LESs) in learning environments using different teaching modalities to improve student learning and engagement. We describe how LESs are integrated into face-to-face (F2F) and online class activities. The LESs currently used are collaborative learning , gamification , problem-based learning , and social interaction . We describe an approach used to quantify each LES used during class activities based on a set of characteristics for LESs and the traditional lecture-style pedagogical approaches. To demonstrate the impact of using LESs in F2F class activities, we report on a study conducted over seven semesters in a software testing class at a large urban minority serving institution. The study uses a posttest-only study design, the scores of two midterm exams, and approximate class times dedicated to each LES and traditional lecture style to quantify their usage in a face-to-face software testing class. The study results showed that increasing the time dedicated to collaborative learning, gamification, and social interaction and decreasing the traditional lecture-style approach resulted in a statistically significant improvement in student learning, as reflected in the exam scores.

Can MOOC Instructor Be Portrayed by Semantic Features? Using Discourse and Clustering Analysis to Identify Lecture-Style of Instructors in MOOCs

Nowadays, most courses in massive open online course (MOOC) platforms are xMOOCs, which are based on the traditional instruction-driven principle. Course lecture is still the key component of the course. Thus, analyzing lectures of the instructors of xMOOCs would be helpful to evaluate the course quality and provide feedback to instructors and researchers. The current study aimed to portray the lecture styles of instructors in MOOCs from the perspective of natural language processing. Specifically, 129 course transcripts were downloaded from two major MOOC platforms. Two semantic analysis tools (linguistic inquiry and word count and Coh-Metrix) were used to extract semantic features including self-reference, tone, effect, cognitive words, cohesion, complex words, and sentence length. On the basis of the comments of students, course video review, and the results of cluster analysis, we found four different lecture styles: “perfect,” “communicative,” “balanced,” and “serious.” Significant differences were found between the different lecture styles within different disciplines for notes taking, discussion posts, and overall course satisfaction. Future studies could use fine-grained log data to verify the results of our study and explore how to use the results of natural language processing to improve the lecture of instructors in both MOOCs and traditional classes.

Are Faculty Changing? How Reform Frameworks, Sampling Intensities, and Instrument Measures Impact Inferences about Student-Centered Teaching Practices.

Although recent studies have used the Classroom Observation Protocol for Undergraduate STEM (COPUS) to make claims about faculty reform, important questions remain: How should COPUS measures be situated within existing reform frameworks? Is there a universal sampling intensity that allows for valid inferences about the frequency of student-centered instruction within a semester or across semesters of a course? These questions were addressed using longitudinal COPUS observations (128 classes, three faculty, 4 years). COPUS behaviors were used to categorize classes into didactic, interactive lecture, or student-centered instructional styles. Sampling intensities (one to 11 classes) were simulated (1000 times) within a course and across semesters. The sampling intensities required for generating valid inferences about 1) the presence of student-centered instruction and 2) the proportion of instructional styles in a course and through time were calculated. Results indicated that the sampling intensity needed to characterize courses and instructors varied and was much higher than previously recommended for instructors with: 1) rare instances of student-centered classes, 2) variability in instructional style, and 3) longitudinal changes in instructional patterns. These conditions are common in early reform contexts. This study highlights the risks of broad, decontextualized sampling protocol recommendations and illustrates how reform frameworks, sampling intensities, and COPUS measures interact to impact inferences about faculty change.

PD33-01 CASE-BASED AND GUIDELINES-BASED LECTURES ARE THE MOST EFFECTIVE FORM OF ONLINE WEBINAR RESIDENT EDUCATION: RESULTS FROM THE UROLOGY COLLABORATIVE ONLINE VIDEO DIDACTICS SERIES (COVID)

You have accessJournal of UrologyEducation Research V (PD33)1 Sep 2021PD33-01 CASE-BASED AND GUIDELINES-BASED LECTURES ARE THE MOST EFFECTIVE FORM OF ONLINE WEBINAR RESIDENT EDUCATION: RESULTS FROM THE UROLOGY COLLABORATIVE ONLINE VIDEO DIDACTICS SERIES (COVID) Yi Li, Claire de la Calle, Carissa Chu, Caitlin Baussan, and Lindsay Hampson Yi LiYi Li More articles by this author , Claire de la CalleClaire de la Calle More articles by this author , Carissa ChuCarissa Chu More articles by this author , Caitlin BaussanCaitlin Baussan More articles by this author , and Lindsay HampsonLindsay Hampson More articles by this author View All Author Informationhttps://doi.org/10.1097/JU.0000000000002037.01AboutPDF ToolsAdd to favoritesDownload CitationsTrack CitationsPermissionsReprints ShareFacebookLinked InTwitterEmail Abstract INTRODUCTION AND OBJECTIVE: The COVID-19 pandemic has had a significant impact on resident education, and online resident didactics has become an increasingly utilized modality for resident learning. We aim to utilize the significant volume of feedback from the COViD series to determine the most effective lecture style for this format as reported by viewer evaluations. METHODS: We analyzed viewer evaluations following 82 online hour-long lectures in the COViD series. We categorized each lecture as case-based, guidelines-based, practice updates, or surgical technique-based, and assessed viewer responses to survey questions regarding subject area relevance, lecturer knowledgeability, lecturer effectiveness, and usefulness to learning. We performed logistic regression to control for viewer level, instructor level, and lecture topic, using surgical technique-based lectures as the baseline variable. RESULTS: A total of 2176 surveys were analyzed. Overall, guidelines-based and case-based lectures received higher ratings than practice updates and surgical technique lectures across all rating categories. (Figure 1). On multivariate analysis, case-based (OR 3.58, CI 1.71-7.49), guidelines-based (OR 3.89, CI 2.31-6.56), and practice updates (OR 2.42, CI 1.31-4.49) all scored significantly higher than surgical technique for subject area relevance. Case-based (OR. 4.96, CI 2.21-11.14) and guidelines based-lectures (OR 1.81, CI 1.08-3.05) scored significantly higher for usefulness to learning. Case-based lectures (OR 2.81, CI 1.26-6.26) scored significantly higher for lecturer effectiveness. There was no significant difference in scoring when rated on lecturer knowledgeability. CONCLUSIONS: Case-based and guideline-based lectures appear to be the most effective and well received format for online webinar-based didactics for surgical resident education. Ongoing improvement of online web-based teaching techniques will be of great importance moving forward in resident education. Source of Funding: NA - internal departmental funding © 2021 by American Urological Association Education and Research, Inc.FiguresReferencesRelatedDetails Volume 206Issue Supplement 3September 2021Page: e576-e576 Advertisement Copyright & Permissions© 2021 by American Urological Association Education and Research, Inc.MetricsAuthor Information Yi Li More articles by this author Claire de la Calle More articles by this author Carissa Chu More articles by this author Caitlin Baussan More articles by this author Lindsay Hampson More articles by this author Expand All Advertisement Loading ...

A scoping review of alternative methods of delivering ethics education in nursing.

AimWe conducted a scoping review of nursing ethics education to examine educational formats that go beyond traditional lectures.DesignThis study was a scoping review.MethodsWe used seven databases and relevant search terms, including nursing ethics, morals, values, nursing students and nursing ethics education.ResultsOf 5,190 papers, 14 quasi‐experimental studies met the inclusion criteria. All papers examined practices and self‐study added to traditional lecture styles (i.e. the control group). Five practices emerged as follows: combined web (i.e. Internet) and lecture, web‐based self‐study, simulation, group learning and analysing ethical issues. The purpose, method and evaluation method differed based on the country in which the study was conducted. These educational interventions yielded significant differences in knowledge and in nursing students' critical thinking and ethical sensitivity postintervention. Multi‐faceted ethics education will lay the foundation for effective practical training and practice.

CASE-based and Guidelines-based Lectures are the Most Preferred Form of Online Webinar Education: Results from the Urology Collaborative Online Video Didactics Series (COViD)

Objective To evaluate the most preferred style of online didactic lectures. The COVID-19 pandemic has had a significant impact on surgical resident education, instigating a major shift towards online webinar didactics as a major of resident teaching. We hypothesize that a case-based format of online didactics are the most preferred format for this style of lecture.Study Design We analyzed viewer evaluations following 82 online hour-long lectures in the Urology Collaborative Online Video Didactics Lecture Series. We categorized each lecture as case-based, guidelines-based, practice updates, or surgical technique-based and assessed viewer responses to survey questions regarding subject area relevance, lecturer knowledgeability, lecturer effectiveness, and usefulness to learning. We performed logistic regression to control for viewer level, instructor level, and lecture topic, and using surgical technique-based lectures as the baseline variable.Results 2176 evaluations were analyzed. Case-based, guidelines-based and practice updates were all scored significantly higher than surgical technique for subject area relevance. Case-based and guideline-based lectures scored significantly higher for usefulness to learning. Case-based lectures scored significantly higher for lecturer effectiveness. There was no significant difference in scoring between any lecture style when rated on lecturer knowledgeability.Conclusion When preparing online webinar based didactics for surgical resident education, case-based lecturers appear to be the most preferred and well received lecture style, followed closely by guidelines-based lectures. Practice updates and surgical technique-based lectures are less preferred formats for this teaching modality.

Socially distanced, virtually connected: Faculty and resident perceptions of virtual didactics.

During the COVID-19 pandemic, emergency medicine (EM) residency programs have transitioned from traditional in-person to virtual synchronous didactics to comply with social distancing guidelines. This study explores the perceptions of EM residents and faculty regarding this new virtual format. This was a multicenter, cross-sectional study at five EM residencies using a mixed-methods approach to investigate resident and faculty perceptions of virtual didactics. Institutions selected reflect different program lengths and geographic locations. Quantitative data measured on a Likert scale were summarized as percentages. Differences were calculated using Welch's t-test and chi-square, where p<0.05 was significant. Open-ended responses were analyzed qualitatively. Our response rate was 64% (n=141) for residents and 48% (n=108) for faculty. Fifty-one percent of faculty and 54% of residents felt that they were more likely to attend virtually than in person. Among residents, 77% felt that they were more likely to attend virtual conferences during vacation or elective rotations. Perceived retention of information from virtual sessions was perceived to be the same or better for 69% of residents and 58% of faculty. Residents felt that they paid more attention in the virtual format (29% vs. 26%, p=0.037). Both groups missed the social interactions of in-person conference (86% of faculty, 75% of residents). Respondents from both groups felt that < 20% of total didactic time should remain virtual once social distancing recommendations are lifted. Qualitative analysis revealed recommendations from residents and faculty to optimize lecture style and interactivity. Decreased commute time and ability to multitask at home increased wellness for both groups. While benefits of virtual didactics were acknowledged, residents and faculty missed the social interaction of in-person conference and preferred < 20% of future didactics to be virtual. Further research should assess the difference in knowledge acquisition and retention between conference models.

Experience in introducing a new interactive format of lectures at clinical departments and the attitude of students towards them

The modern model of education and the present conditions demand of the teacher to choose the latest teaching methods. The teacher is no longer the main source of information, he should manage education, implementing competence-based study methods. In order to achieve this, the latest teaching methods are introduced in Bogomolets National Medical University with the new lecture frameworks. Changing the lecture style at a medical universities and, in particular, using the modern lecture educational technologies provide important conditions for improving training future doctors. As Bogomolets National Medical University experience shows, this provides opportunity for turning traditional lectures into interactive lessons to increase students’ interest, to provide improved material perception through the dialogue between the lecturer and students. The article presents the results of surveys of 387 students conducted at the Department of Internal Medicine №3, as well as generalized information regarding students’ evaluation of changes in the lecture framework and the implementation of new training methods in Bogomolets National Medical University. According to the survey results, most students are satisfied with the quality of the updated lecture frameworks at the therapeutic departments. The main characteristics of the lectures that teachers need to pay attention to in order to improve the lecture quality have been analyzed separately. In the view of the students, the best features of the lectures are: actuality, availability of material, structure and laconicism, informativeness, interactivity, video footage using, practical orientation of the presentation, illustration and sufficient number of visuals, an opportunity to be engaged in dialogue with lecturer. Students find traditional attendance control useless, the majority of respondents supported free lecture attendance.

COVID-19

COVID-19 and its ensuing pandemic ignited an atomic bomb on educational systems across the world invoking an emergent and abrupt transition to remote learning. The aftershocks were unpredictable but left a crippled educational system where students were forced into their bedrooms, sometimes deported to their homelands in different time-zones and isolated from their friends and peers. Learning quickly transitioned from social face-to-face interactions to an estranged and detached face-to-computer dependence. Although some introverted students welcomed this transition, many were dissatisfied, and their performance reflected this sentiment. In this study, we compare students’ performance in an undergraduate mathematics class in a large research-intensive university in the Western United States of America over a 2-year time period from 2019 to 2020. This started as a traditional lecture-style course for 3 quarters, transitioned to a hybrid lecture style with integrated adaptive team-based quizzes for 2 quarters, and abruptly changed with the COVID-19 pandemic to online lectures with team-based quizzes for 1 quarter. We demonstrate in our retrospective data analysis that the performance gains from the traditional lecture-style transition to active learning were subsequently lost in the movement to remote learning. We discuss the many obstacles that may have accounted for this loss of performance and suggest future directions for improving remote active learning methodologies.

Successfully Redesigning a Pathophysiology Course Using the Lt‐Understanding Your Physiology Platform

The COVID-19 transition to remote learning provided the appropriate opportunity to redesign an existing Clinical Pathophysiology course that was taught in a face-to-face (F2F) setting. For the past several years students had been requesting that asynchronous upper-level science majors’ courses be offered at our college. Many students work part-time jobs and offering asynchronous courses increases their access to higher education and aids in their successful degree completion. The previous course delivery mode was a traditional lecture style with a required textbook, weekly quizzes, and exams. The redesigned course eliminated the lectures and replaced the textbook with Lt Understanding Your Physiology (ADInstruments) online platform. Weekly modules in Canvas (Learning Management System) provided students with an introduction to the current topic via a short (5-8 minute) video created by the instructor. Students were then required to complete lessons in a weekly module in Lt Understanding Your Physiology (Lt UYP) software. These lessons included different types of low stakes activities, meaning the students could replace an incorrect answer with the correct answer without penalty. At the end of each Lt UYP module, they viewed a patient video case study and answered a series of questions in a Word document that was then submitted to Canvas. Upon completion of all these assignments, the students took a quiz in Canvas. For this course offering, the student enrollment was (n=24) 13 juniors and 11seniors among which 22 completed the surveys. Students (82%) stated what they liked most about the Lt UYP activities was that they could get the answer wrong with no penalty then learn from their mistakes. The type of activity they enjoyed the most was labeling anatomy (41%) followed by matching the statement to a description/definition (22%), labeling a diagram (18%), determining which statements are correct and incorrect (14%) and few (5%) enjoyed the open-ended questions at the end of each lesson. The activity that students felt was most effective in helping them learn and understand the content was determining which statements were correct and incorrect (32%), followed by labeling diagrams or images (27%), and matching the statement to a description/definition (22%). The least effective activities were open-ended questions (9%), labeling anatomy (5%), and arranging statements in chronological order (5%). Students felt the Lt UYP activities were relevant to the course content (41% strongly agree and 55% agree) and helped them prepare for the exams (41% strongly agree and 32% agree). Most of the students (68%) chose all of the above when asked why they liked the case studies where the choices were a) the case studies were related to course content, b) interesting, c) real patients telling their personal story, and d) they learned a lot about the different diseases/disorders. The transition from F2F traditional lecture class to asynchronous format using Lt UYP was highly successful in engaging students in content and teaching them pathophysiology.

Virtual Classrooms during the Covid-19 pandemic

In order to contain the virus, lockdown was imposed and as a consequence, education delivery methods have changed drastically, with e-learning progressively identifiable, and teaching being carried out with the help of digital platforms.Teachers are struggling with Zoom and Google classrooms to teach students. The conventional style of lectures is deemed incompetent and has been criticized for its inadequacy in involving students, now the focus has been diverted on more innovative pedagogical methods, such as group training, peer interaction and integrated or 'flipped' learning. These practices can continue on-line and can help to develop and expand the interest of students. Multiple IT tools can now be incorporated as a teaching strategy so that Professors and teachers, rather than emphasizing on the classical lecture format, can bring innovation and interactivity to their teaching.One of a very basic and interesting tool is Interactive Video. It allows teachers to enable students to practice questions and discussions while watching videos, by marking signs at specific moments during that video. Mostly the topics are previously taught so it`s easy for a student to understand the lesson. Students can even return back and watch the same video again, in order to develop thorough understanding of a topic. The performance of each student can be evaluated and this approach keeps track of their problems and the topics which are harder to understand. The students stay motivated as the feedback is instant and timely. May educators take Quizzes as standard in classrooms, This learning format develops variety of discussion and suggestions.Apps like Kahoot, Socrative, Quizlet can result in effective classroom engagement. These apps when assigned, allow teachers to test understanding of students simultaneously. Quizzes may be in the form of open-ended short questionnaires, short answer question, true-false, or multiple choice questions. When the quiz is created by the educator and displayed, students can either use their laptops, computers or phones to respond. This is a synchronous type of interaction, where the teachers screen is displaying the questions, and students have to reply through their own devices.It is difficult to engage students during online classes and this issue need to be resolved. If such an approach is adopted which highlight students perspective into consideration rather than trying to accomplish a fake on-campus experience online. Novel methods to teach using digital technology compliments the teaching system and adds creativity. The concept of virtual classroom is potentially off-putting and unfamiliar for new students, studying online for the first time. There are multiple factors influencing the engagement and involvement of students in online system of teaching: it includes family of students due to which students are distracted and focus less during online sessions, additionally, there may be lack of proper technical facilities i.e they may either have no digital facility or older and slower versions which make it difficult for students to understand during the online classes.