• Users Online: 559
  • Print this page
  • Email this page
ORIGINAL ARTICLE
Year : 2020  |  Volume : 8  |  Issue : 4  |  Page : 186-192

Evaluation of curricular adaptations using digital transformation in a medical school in arabian gulf during the COVID-19 pandemic


1 Medical Education Unit, Arabian Gulf University, Manama; Department of Physiology, Sri Ramachandra Medical College and Research Institute, SRIHER, Chennai, Tamil Nadu, India
2 Medical Education Unit, Arabian Gulf University, Manama, Bahrain
3 Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain; Helwan University, Faculty of Medicine, Cairo, Egypt
4 Department of Pharmacology and therapeutics, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
5 Department of Internal Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
6 Department of Quality and Excellence Center, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
7 Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
8 Department of Microbiology, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain

Correspondence Address:
Dr. Archana Prabu Kumar
Medical Education Unit, Arabian Gulf University, Manama; Department of Physiology, Sri Ramachandra Medical College and Research Institute, SRIHER, Chennai, Tamil Nadu

Login to access the Email id

Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jmau.jmau_87_20

Get Permissions

Background: Several institutions adopted innovative approaches to ensure continued learning for their students during the COVID-19 pandemic. All curricular innovations should undergo curriculum evaluation; hence, the objective of this paper was to share the salient features of evaluation using faculty and student's feedback on curricular adaptations implemented through digital transformation in a Medical School in Arabian Gulf during the COVID-19 pandemic, using a structured questionnaire. Methodology: After getting informed consent, feedback about acceptability and limitations regarding various aspects of curricular adaptations was obtained from students and faculty, using a structured and validated questionnaire. The response rate from faculty and students was 90% and 60%, respectively. The qualitative responses were analyzed using thematic analysis. Results: About 97% agreed that Modular Object-Oriented Dynamic Learning Environment, ZOOM, and Examsoft platforms were effective for curriculum delivery and assessment. 85% agreed that they were able to maintain online interactivity and 92% conveyed their willingness to continue to use these digital innovations even after the end of pandemic. “Lack of interactivity,” “missed clinical training,” “live sessions were more engaging than recorded ones” were the prominent themes emerged out of thematic analysis. All faculty and students expressed concern over the lack of clinical training involving real patients. All of them expressed appreciation to the university and faculty for their enormous efforts. Conclusion: Innovative ways should be considered to start clinical teaching with real patients, during pandemic. The learning outcomes of digital learning should be validated across all institutions. New indicators related to “digital learning” should be considered for accreditation of medical schools.


[FULL TEXT] [PDF]*
Print this article     Email this article
 Next article
 Previous article
 Table of Contents

 Similar in PUBMED
   Search Pubmed for
   Search in Google Scholar for
 Related articles
 Citation Manager
 Access Statistics
 Reader Comments
 Email Alert *
 Add to My List *
 * Requires registration (Free)
 

 Article Access Statistics
    Viewed162    
    Printed8    
    Emailed0    
    PDF Downloaded22    
    Comments [Add]    

Recommend this journal