More information about text formats
We were pleased to read the very timely article in your esteemed journal titled “Continuing medical education during a pandemic: an academic institution’s experience”by Kanneganti et al 1 , The authors have given an in-depth description of various tools being used to impart medical education to postgraduate trainees in prevailing COVID crisis. We would like to commend the authors for the detailed analysis of impact of COVID pandemic on medical education and comment on evolving situation with current evidence so as to complement the issues raised by this thought provoking article.
The unimaginable power of microcosmic CORONA virus has razed down human capability to master the universe and shown the vulnerability of Man’s vaunted display of power and arrogance.2 Medical education has not remained untouched by its impact. The Corona Virus has not only attacked our corporeal existence, it has affected us mentally, psychologically and institutionally. It has called for physical and social distancing that will make it difficult to hold classes for sizeable number of students to learn together. Although the benefits of direct student teacher interaction and real time two way feedback will be difficult to replicate at online forums 3 , still online classes seem to be the only preferred alternative to face to face education in current scenerio.2
We at our institute are using WebX platform for online teaching activities. Teachers and students both can use th...
We at our institute are using WebX platform for online teaching activities. Teachers and students both can use this platform for their presentations and discussions. The lectures and seminars shared through this platform are made available online for later view by students. Students can repeatedly go through these videos and clarify their doubts in next online class. Group dynamics is integral to deep learning. Although online platforms are the need of the hour, group dynamics of think, pair and share is difficult to replicate among students on online platforms during teaching learning. It appears as if we are missing bull’s eye.
‘‘Medical education is not just a program for building knowledge and skills in its recipients; it is also an experience which creates attitude and expectations’’. 4 This statement by famous medical educationist, Abraham Flexner is all the more relevant in today’s era of social distancing and online medical education, in the wake of COVID pandemic. Although development of clinical skills, attitude and communication in medical students is hard to replicate without direct contact with patients; students can learn clinical and surgical skills from their teachers using videoconferencing and by small group teaching maintaining social distance.1 Attributes like attitude and communication skills can not be practised using online portals, but on real patients in indoor setting maintaining social and physical distancing norms.
As we know , group dynamics is integral to deep learning. Although online platforms are the need of the hour, group dynamics of think, pair and share is difficult to replicate among students on online platforms during teaching learning. It appears as if we are missing bull’s eye.
1.Kanneganti A, Sia C-H, Ashokka B, Ooi SBS. Continuing medical education during a
pandemic: an academic institution’s experience. Postgraduate Medical Journal 2020;96
2.Raghvan H . Higher Education in the Year 2020-21 : How Should It Be ? University
News 2020 ; Vol. 58: 25 .
3. Ferrel M N, Ryan J J. The Impact of COVID-19 on Medical Education. Cureus 12(3):
4. Flexner A. An Autobiography . New York, NY: Simon and Schuster; 1960.