The impact of COVID-19 on online medical education: a knowledge graph analysis based on co-term analysis

Promoting Pedagogical Resilience: Unveiling the Efficacy of Synchronous Online Lectures Compared to Traditional Methods From the Students' Vantage Point Amidst the COVID-19 Pandemic

Introduction The COVID-19 pandemic significantly disrupted traditional educational methods, forcing medical institutes to adapt to online classes. Since online teaching was an untested approach in Indian medical education, student feedback was essential. This study compares synchronous online lectures with traditional classroom lectures from the students' perspective. Method The cross-sectional study was conducted on undergraduate medical students across India undergoing synchronous online MBBS classes during the COVID-19 pandemic. After obtaining institutional ethical clearance, five-section questionnaires via Google Forms were circulated on WhatsApp and Facebook. The generated quantitative data were analyzed using descriptive statistics and frequency analysis. Result Out of 341 responses, 64 students did not consent and were excluded, resulting in 277 responses for analysis. The total score for traditional face-to-face lectures was 11.61 out of 15, with a percentage mean score of 77%, highlighting the significant positive influence of instructor presence and a conducive learning environment. In contrast, synchronous online lectures had a total score of 16.01 out of 25, with a percentage mean score of 64.04%, reflecting mixed responses. The Student's t-test analysis underscored the significant advantages of face-to-face interactions and structured learning environments in traditional classroom settings despite the flexibility and independence offered by synchronous online lectures. Conclusion The findings of this study reveal that students have a moderate level of satisfaction with synchronous online lectures, as indicated by a mean score of 64.04%. While these lectures provide flexibility and promote independence, they require students to exhibit higher levels of self-motivation, discipline, and self-directed learning. However, the online format poses challenges for effective communication and technical issues. Addressing the challenges of technology use, teacher training, and student engagement can enhance the effectiveness of online teaching and ensure that it complements traditional teaching methods, ultimately promoting pedagogical resilience in medical education.

The impact of COVID-19 on medical education and training

The COVID-19 pandemic social isolation policies have accelerated the shift to online teaching for medical students and doctors in training worldwide. Online learning is cost-effective, available, and flexible. However, it can be challenging due to the technical system errors, which results in the disruption of the learning process and social isolation yielding to less satisfaction among students and teachers. The above can have negative consequences on the mental health of medical students and trainees, which is an under-researched area. United Kingdom based medical students and doctors in speciality training encountered disruptions to medical education and training due to the pandemic. Medical school and deaneries had to endorse adjustments to teaching and training delivery methods, examination, and assessments to ensure the continued progression of learning and training. A successful e-learning model depends on motivated and well-prepared medical students and teachers and structured educational materials in supported learning environment and institutions. A blended model is likely to be utilised by medical institutions for medical training in the future, which will need to be researched.

Global trends and future directions in online learning for medical students during and after the COVID-19 pandemic: A bibliometric and visualization analysis

This study explores the evolution of online learning research in the context of medical education during and following the COVID-19 pandemic. It aims to understand the principal focus areas, and trends that have emerged in this rapidly evolving landscape. A total of 2751 publications related to online learning were retrieved from the Web of Science Core Collection (WoSCC) from 2020 to 2022. Bibliometric analysis and visualization techniques were employed to comprehensively examine the landscape of online learning research. Publications, co-cited references, and keyword co-occurrence were analyzed to identify patterns and trends in research focus and collaboration networks. The significant surge in research output reveals the academic community's response to the pandemic. Various themes have emerged in online learning research, encompassing online teaching, flipped classrooms, mental health, and blended learning. The evolution trajectory of research has traversed 3 stages, reflecting a shift in research focus from immediate pandemic responses to more refined strategies and interdisciplinary perspectives. Keyword co-occurrence analysis was also conducted to show the effects of the COVID-19 pandemic on the research. The study underscores the global scholarly engagement, collaborative networks, and principal themes that have shaped the field. As medical education adapts to the shifting landscape, the trajectory of online learning research points toward increased learner autonomy, integration of advanced technologies, and interdisciplinary collaboration. This transformative shift promises to reshape medical education, equipping learners and educators with the tools needed to navigate the dynamic realm of modern healthcare education.