SEARCH WITHIN CONTENT
VOLUME 15 , ISSUE 1 ( January-April, 2023 ) > List of Articles
Amit Kumar, Vivek Kumar, Neha Chaubey, Somya Sinha
Keywords : COVID-19, E-learning, ENT teaching, Medical education, Online learning, Survey
Citation Information : Kumar A, Kumar V, Chaubey N, Sinha S. Scope and Challenges of Online ENT Teaching: Lessons from COVID-19 Pandemic. Int J Otorhinolaryngol Clin 2023; 15 (1):33-37.
License: CC BY-NC 4.0
Published Online: 16-08-2023
Copyright Statement: Copyright © 2023; The Author(s).
Aim: This article aims (1) to study the apparent level of ability, accessibility, and outlook towards e-learning in ENT undergraduate students and (2) to assess the feasibility and adequacy of online classes and to recognize the obstacle and solutions in designing and implementing an ENT e-learning environment for undergraduate teaching. Materials and methods: Online ENT classes were conducted for undergraduate medical student due to social distancing measures imposed in light of COVID-19 pandemic. At semester completion, a self-administered questionnaire was developed after an extensive review of literature on relevant topics to assess the level of technological understanding, experiences and attitude toward e-learning in ENT medical undergraduates. Several factors and indices influencing the effectiveness of online learning were studied by the authors, and statistical analysis was conducted using tables and charts. Results: The questionnaire was shared with 100 medical undergraduates of seventh semester, out of which there were 76 respondents. No single teaching medium was preferable for online classes with maximum students (53.3%) advocating for a combined approach. When it came to learning the complex anatomy in otolaryngology and head and neck surgery, half of the students wanted to see videos of the concerned topic, whereas around 36% students wanted to see PowerPoint with pictorial descriptions. Students preferred logging online with the daily rounds (40.8%) and studying simulated patients (38%) as additional methods of learning ENT clinical skills. Conclusion: ENT faculties who are responsible for designing e-learning protocols in institutions need to develop methods that interact with students and encourage comprehensive approaches to learning. We must prioritize learning from the experience of this health crisis to develop practical solutions to the challenges of the future. Clinical significance: Development of an adaptable e-learning environment using learner- and teacher-centered mediums can positively influence the effectiveness of ENT teaching methodology.