Shifting PBL, integrated learning and assessment to online format (Case Study) | ||||
| Journal of Medical Education and Practice | ||||
| Volume 1, Issue 1, March 2024, Page 20-21 PDF (226.75 K) | ||||
| Document Type: Case Report | ||||
| DOI: 10.21608/JMEP.2024.344303 | ||||
 View on SCiNiTO | ||||
| Authors | ||||
Somaya Hosny  1; Mona Ghaly2; Ranya Moustafa3; Yasser El-Wazir4
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| 1Department of Histology and cell Biology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt. | ||||
| 2Department of Rheumatology and Rehabilitation, Faculty of Medicine, Suez Canal University, Ismailia, Egypt. | ||||
| 3Department of Clinical Pathology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt. | ||||
| 4Department of Physiology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt. | ||||
| Abstract | ||||
| Introduction COVID-19, pandemic, had led to an unprecedented challenge to medical schools worldwide. Being not an exception, the Faculty of Medicine – Suez Canal University (FOMSCU) faced quite a challenging situation that could have almost stopped teaching and learning.. Aim This report was prepared to describe the actions taken by FOMSCU during this period to maintain teaching and learning including students and faculty feedback. Methods An integrated system of distance online learning was established, and offline alternatives were taken for students with poor internet connectivity Feedback of staff and students was collected from the end of July 2020 to the end of August 2020 using a specially designed questionnaire for this purpose. Results Students and faculty found asynchronous online teaching was as good as face to face however, they have some negative comments on synchronous sessions. Conclusion The overall experience was rated as useful by both faculty & students and should be maintained thereafter. | ||||
| Keywords | ||||
| Distance learning; online assessment; Students feedback, faculty feedback | ||||
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