Virtual learning and education during COVID-19 pandemic: a single institution experience

• Main Authors: Mohd Faeiz, Pauzi, Siti Norazlina, Juhari
• Format: Conference or Workshop Item
• Language: English; English
• Published: 2020
• Subjects: L Education (General); LB2300 Higher Education; R Medicine (General)
• Online Access: http://eprints.unisza.edu.my/1776/1/FH03-FP-20-43633.pdf; http://eprints.unisza.edu.my/1776/2/FH03-FP-20-44136.pdf; http://eprints.unisza.edu.my/1776/

Background The best books for medical students are their patients in the bedside. However COVID-19 pandemic already changed the educational landscape from traditional methods to the virtual classroom. Movement control order (MCO) have made teaching and learning in the hospital, clinical skills laboratory and tutorial suspended. So at Faculty of Medicine, Universiti Sultan Zainal Abidin, novel virtual teaching using synchronous and asynchronous methods such as webinars and Moodle learning management system (LMS) were used to replace traditional medical teaching during the COVID-19 pandemic. Methods We organized webinars on relevant topics. These were viewed via Webex and included medical topics and clinical scenario discussions. Medical webinars were recorded and uploaded to Telegram group. To promote student engagement, notes, short videos on clinical procedures and clinical scenario discussions were uploaded in Moodle LMS, Knowledge and E-learning Integrated Platform (KeLIP) UniSZA. Results 32 webinars were organized by Anaesthesiology Department with 448 attendees total. 12 webinars were uploaded to Telegram group, 12 lecture notes and 28 clinical scenario discussions were uploaded to KeLIP, a Moodle LMS. The students, based on quantitative and qualitative feedback, appreciated the online platform. Majority of the students stated that they were given the opportunity to ask question and able to interact with the lecturer. The advantages; attendees can watch anywhere, easily recorded for later viewing, no room bookings and no need for social distancing. While appreciate the platform, nearly 50% of the students still believed that physical classroom was better than virtual classroom. Among disadvantages; difficult to teach practical skills, confidentiality concerns with recognizable case details for clinical base discussions, security concerns with hijacking and attendance verification difficult if attendee webcams. Conclusions We received great feedback for all webinars and Moodle learning management system. Virtual teaching is useful for teaching theory. However the main disadvantage of note for airway and anaesthetics skill is inability to obtain hands-on practice. We feel virtual teaching provides flexibility, continuing teaching and learning during pandemic crisis.