Online Neurobiology Course - An Emergent Plan during the Pandemic

Authors

  • Smitha Elizabeth Kore
  • Miriam Archana Simon
  • Nitin Vishwakarma
  • Najam Siddiqui

Keywords:

Neurobiology, Pendemic, Online, Course, Assessments, neuroanatomy

Abstract

OBJECTIVE: To obtain student's perceptions of the online neurobiology course conducted during the pandemic.

METHODOLOGY: A cross-sectional survey was conducted among the MD3 (year 4) students. One hundred thirty-three students enrolled in the neurobiology course submitted their responses to the study. The survey was administered as a questionnaire on a five-point Likert scale to record the student's perception of the different aspects of the course. Descriptive and Chi-square analyses were employed among the variables. Data was statistically analyzed using IBM SPSS version 22. Descriptive analysis was used to analyze students' perceptions of how the online course was administered. The Shapiro-Wilk normality test results for all survey items (p=0.000) indicate that participant responses were not normally distributed. Chi-square (Inferential statistical procedures) were employed to test hypotheses exploring associations among variables.

RESULTS: The feedback analysis reflected that the students reacted positively to the modified teaching interventions and assessments. Most of the students were satisfied with the mode of delivery of the course and rated the course highly.

CONCLUSION: The survey results indicated that the online neurobiology course successfully addressed the course learning outcomes. Lessons from these experiences and taking advantage of educational technologies can help design technology-aided blended learning courses to enhance teaching in the upcoming academic years.

References

Arantes M, Arantes J, Ferreira MA. Tools and resources for neuroanatomy education: a systematic review. BMC Medical Education. 2018; 18(1): 94. https://doi: 10.1186/s12909-018-1210-6.

Jozefowicz RF. Neurophobia: the fear of neurology among medical students. Arch Neurol. 1994; 51(4): 328–9. https://doi:10.1001/archneur.1994.00540160018003.

Fantaneanu TA, Moreau K, Eady K, Clarkin C, DeMeulemeester C, Maclean H, et al. Neurophobia Inception: A Study of Trainees' Perceptions of Neurology Education. Can J Neurol Sci. 2014 Jul; 41(4): 421-9. https://doi.org/10.1017/s0317167100018436

Shiels L, Majmundar P, Zywot A, Sobotka J, Lau CSM, Jalonen TO. Medical student attitudes and educational interventions to prevent neurophobia: a longitudinal study. BMC Med Educ. 2017 Dec; 17(1): 225. https://doi.org/10.1186/s12909-017-1055-4

Onigbinde OA, Ajagbe AO, Oyeniran OI, Chia T. Post-COVID-19 pandemic: Standard operating procedures for gross anatomy laboratory in the new standard. Morphologie. 2021; 105(350): 196-203. https://doi: 10.1016/j.morpho.2020.10.004.

Martin F, Bolliger DU. Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learn. 2018; 22: 205-222. https://doi:10.24059/olj.v22i1.1092.

Dennick R. Constructivism: reflections on twenty-five years teaching the constructivist approach in medical education. Int J Med Educ. 2016; 7: 200-5. https://doi:10.5116/ijme.5763.de11.

Bloom BS, Engelhart MD, Furst EJ, Hill WH, Krathwohl DR. Taxonomy of Educational Objectives, Handbook 1 Cognitive Domain. New York: David McKay Company, Inc; 1956.

Mohameda E, Simon MA, Mahmoud E, Nambiar V. Medical students' perception of teaching evaluation and feedback: a study at Oman Medical College. Middle East Current Psychiatry. 2018; 25(3): 131-134. https://doi:10.1097/01.XME.0000534676.55060.8d

Pather N, Blyth P, Chapman JA, Dayal MR, Flack NAMS, Fogg QA et al. Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid?19 Pandemic. Anat Sci Educ. 2020; 13(3): 284-300. https://doi: 10.1002/ase.1968.

Hart EP, Brueckner-Collins J, Bergden JS. A Qualitative Examination Detailing Medical Student Experiences of a Novel Competency-Based Neuroanatomy eLearning Intervention Designed to Bridge a Gap Within an Integrated Medical Curriculum. J Med Educ Curricul Devel. 2021; 8: 238212052110352. https://doi: 10.1177/23821205211035231.

Totlis T, Tishukov M, Piagkou M, Kostares M, Natsis K. Online educational methods vs traditional teaching of anatomy during the COVID-19 pandemic. Anat Cell Biol. 2021; 54(3): 332-9. https://doi: 10.5115/acb.21.006.

Motte-Signoret E, Labbé A, Benoist G, Linglart A, Gajdos V, Lapillonne A. Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching. Med Educ Online. 2021; 26(1): 1919042. https://doi: 10.1080/10872981.2021.1919042.

Diaz CM, Linden K, Solyali V. Novel and Innovative Approaches to Teaching Human Anatomy Classes in an Online Environment During a Pandemic. Med Sci Educ. 2021; 31(5): 1703-13. https://doi: 10.1007/s40670-021-01363-2.

Flynn W, Kumar N, Donovan R, Jones M, Vickerton P. Delivering online alternatives to the anatomy laboratory: Early experience during the COVID-19 pandemic. Clinical Anatomy. 2021; 34(5): 757–65. https://doi: 10.1002/ca.23722

Gupta N, Pandey S, Anshu A. Innovative Anatomy assessment methods in COVID-19 Pandemic: statistical observations and student's viewpoints. Bangladesh J Med Sci. 2020; 19: S21-S27. https://doi.org/10.3329/bjms.v19i0.47831.

Longhurst GJ, Stone DM, Dulohery K, Scully D, Campbell T, Smith CF. Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic. Anatomical Sci Educ. 2020; 13(3): 301-11. https://doi:10.1002/ase.1967.

Elshami W, Taha MH, Abuzaid M, Saravanan C, Al Kawas S, Abdalla ME. Satisfaction with online learning in the new normal: perspective of students and faculty at medical and health sciences colleges. Med Educ Online. 2021; 26(1): 1920090. https://doi:10.1080/10872981. 2021.1920090.

Khasawneh RR, Khasawneh RR. Anatomy education of medical students during the COVID-19 Pandemic. Int J Morphology. 2021; 39(5): 1264-9. https://doi:10.4067/S0717-95022021000501264.

Downloads

Published

28-12-2023

How to Cite

1.
Kore SE, Simon MA, Vishwakarma N, Siddiqui N. Online Neurobiology Course - An Emergent Plan during the Pandemic. J Liaq Uni Med Health Sci [Internet]. 2023 Dec. 28 [cited 2024 Nov. 15];22(04):250-5. Available from: http://121.52.154.205/index.php/jlumhs/article/view/1112

Issue

Vol. 22 No. 04 (2023): Journal of Liaquat University of Medical & Health Sciences

Section

Original Articles

License

Copyright (c) 2023 Journal of Liaquat University of Medical & Health Sciences

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Submission of a manuscript to the journal implies that all authors have read and agreed to the content of the undertaking form or the Terms and Conditions.

When an article is accepted for publication, the author(s) retain the copyright and are required to grant the publisher the right of first publication and other non-exclusive publishing rights to JLUMHS.

Articles published in the Journal of Liaquat University of Medical & health sciences are open access articles under a Creative Commons Attribution-Noncommercial - Share Alike 4.0 License. This license permits use, distribution and reproduction in any medium; provided the original work is properly cited and initial publication in this journal. This is in accordance with the BOAI definition of open access. In addition to that users are allowed to remix, tweak and build upon the work non-commercially as long as appropriate credit is given and the new creations are licensed under the identical terms. Or, in certain cases it can be stated that all articles and content there in are published under creative commons license unless stated otherwise.