Student Readiness to e-learning in Clinical Medicine. COVID Experience of Gynaecology Clerkship Students of Shifa College of Medicine

Abstract

PURPOSE: Undergraduate medical curriculum does not impart e-skills hence students learning outcomes may vary [1]. The use of exclusive e-learning during COVID has put forth the question "has targeted student learning been achieved?" As the educational environment in e-class has different dynamics, teaching strategies effective in classrooms may become irrelevant in online teaching and learning [2]. The purpose of this study was to identify the relationship between student readiness, motivation, and engagement in e-learning. METHODS: To identify the relationship between student readiness to e-learning and their motivation and engagement in learning we used a validated questionnaire [3]: to assess the e-learning readiness of fourth and final year students of Shifa College of Medicine We used another feedback questionnaire to gather the COVID experience of these students' parents. RESULTS: Multiple regression analysis showed that student's e-readiness was a strong predictor of students' engagement and motivation in e-learning. The student who scored high on computer skills had a better perception of the e-learning climate. Parental feedback brought forward the issue of all institutions conducting their interactive teaching sessions at the same time leading to problems in the provision of logistics and interruption-free educational environment for more than one sibling creating a lot of parental stress. CONCLUSION: Medical educationists need to incorporate technology-based learning as an integral part of an undergraduate medical curriculum. They have to focus on e-learning climate dynamics as they vary from on-campus learning and affect student engagement in e-learning.