Pros and Cons of Online Medical Education

PROS & CONS OF ONLINE MEDICAL
EDUCATION
ACADEMIC YEAR: 2017-2022
BATCH: D
DEPARTMENT OF COMMUNITY MEDICINE
CMH KHARIAN MEDICAL COLLEGE, KHARIAN CANTT.

2
PROS AND CONS OF ONLINE MEDICAL EDUCATION
APPROVAL SHEET
Head of Department:
Prof. Dr. Abrar Hussain Syed
Supervising Faculty:
Dr. Iffat Noor
Dr. Tehreem Afza

3
CERTIFICATE
Batch D has completed this SRP titled ‘Pros & Cons of Online Medical Education’ as a
university requirement of experiential research training in the subject of community
medicine, under immediate supervision of the batch in charge, supervising faculty and head
of the department. All work is genuine and original data has been deposited and is an asset of
the department.
Sr.
No Roll no. Student’s Name Contribution Signature
1. 17-MC-081 Fareena Yasin Questionnaire, Data
collection, Literature
review.
2. 17-MC-086 Nimra Noor Questionnaire, Data
review.
3. 17-MC-088 Hajirah Bibi Questionnaire, Data
review.
4. 17-MC-089 Ahmed Naeem Data Collection.
5. 17-MC-091 Usman Ghani Questionnaire, Data
Mughal Collection.
6. 17-MC-094 Maryam Fatima Questionnaire, Data
Qumber collection, Abstract,
Literature review, Data
analysis, Methodology,
Results, Discussions,
References, Copy
4
editing, Proofreading,
Formatting.
7. 17-MC-097 Ayesha Ahmed Questionnaire, Google
form development, Data
collection.
8. 17-MC-099 Fizzah Arshed Questionnaire, Data
collection, Data
analysis, Results,
Discussion, References.
9. 17-MC-100 Fezan Fazal Sidhu Questionnaire,
Introduction, Data
Collection, Data entry.
10. 17-MC-103 Mohsin Riaz Questionnaire, Data
collection, Data Entry,
Conclusions,
Recommendations.
11. 17-MC-104 Mishal Ahmed Questionnaire,
Introduction.
Batch incharge: Mohsin Riaz

5
TABLE OF CONTENTS
Serial No. Title Page No.
1. Abstract 6
2. Introduction 8
3. Literature review 10
4. Materials and Methods 14
5. Questionnaire 16
6. Results 19
7. Discussion 22
8. Conclusions 24
9. Recommendations 26
10. References 27
6
ABSTRACT
ABSTRACT… Objective: To evaluate

the pros and cons of an online course
from medical
students’ standpoint. Study Design:
Cross Sectional study. Setting: At Al-
Tibri Medical College
and Hospital. Period: January 2020 to
May 2020. Material & Methods: After
taking ethical
approval, 200 students were equally
divided into basic medical sciences and
clinical sciences
based on convenient sampling. The
participants, after taken verbal consent,
lled a self-
designed questionnaire. The data were
analyzed through SPSS version 21.0 and
presented
7
in the form of frequency and percentage.

The Chi-square test was applied, and the
level of
signicance was taken P=<0.05.
Results: Both medical and clinical
medical science students
were well-motivated in learning online
through online courses. However, the
lack of internet
facility, poor IT skills, and improper
facilitation by the faculty hindered their
progress towards
achieving good online education.
Conclusion: Improvement in the way
online courses are
delivered and taught by the faculty is
crucial in increasing student motivation
towards online
learning, but issues such as poor IT skills
and lack of internet facility must be
addressed to
8
provide an equal form of e-learning for

students.
ABSTRACT… Objective: To evaluate
the pros and cons of an online course
from medical
students’ standpoint. Study Design:
Cross Sectional study. Setting: At Al-
Tibri Medical College
and Hospital. Period: January 2020 to
May 2020. Material & Methods: After
taking ethical
approval, 200 students were equally
divided into basic medical sciences and
clinical sciences
based on convenient sampling. The
participants, after taken verbal consent,
lled a self-
designed questionnaire. The data were
analyzed through SPSS version 21.0 and
presented
9
in the form of frequency and percentage.

The Chi-square test was applied, and the
level of
signicance was taken P=<0.05.
Results: Both medical and clinical
medical science students
were well-motivated in learning online
through online courses. However, the
lack of internet
facility, poor IT skills, and improper
facilitation by the faculty hindered their
progress towards
achieving good online education.
Conclusion: Improvement in the way
online courses are
delivered and taught by the faculty is
crucial in increasing student motivation
towards online
learning, but issues such as poor IT skills
and lack of internet facility must be
addressed to
10
provide an equal form of e-learning for

students.
Background: In December 2019, the first case of COVID was reported in Wuhan, China. It
was declared a global pandemic by WHO in March 2020, and all countries individually
imposed a lockdown for prevention of spread of disease. Due to this effective lockdown, all
educational institutes shifted their instruction to online mediums.
Objective: To assess the advantages and disadvantages of online medium of learning from
the perspective of medical students.
Study Design: Cross Sectional study with convenient sampling.
Setting: CMH Kharian Medical College.
Period: July 2021 to August 2021.
Material & Methods: After the concerned committee’s approval, gave their informed
consent and filled a self-developed questionnaire. The data was analyzed through SPSS
version 20.0 and Chi-square test was applied, and the level of significance was taken P<.0.05.
The data was finally presented in the form of percentages.
Results: After the emergence of the pandemic and application of an effective lockdown, the
medical students anticipated learning well through online classes. However, the lack of
proper training in software usage, stable internet connection, poor IT skills and, improper
management of the curriculum by the concerned faculty greatly hindered the learning process
for the students, as well as reduced concept building and development of practical skills.
11
Conclusion: Improvement in the instructive aspect of online education by the faculty is
crucial in potentiating student response and their adaption to online learning, but problems
such as diminished IT skills, mismanagement of the curriculum, and unavailability of the
internet facility must be addressed to provide effective and sufficing e-learning for students.
Key Words: COVID-19, Online learning, Medical Students, Pros and cons, Barriers, Need
of Improvement in instruction.
12
INTRODUCTION
On 31 December 2019, WHO was informed of cases of pneumonia of unknown origin in
Wuhan City, China. A novel coronavirus was identified as the only cause by the Chinese
authorities on January 7, 2020, and was temporarily named “2019-nCoV”. It was declared as
a global "pandemic" by WHO on March 11, 2020, and was labeled as an "airborne virus".
Considering the field of medicine, Covid-19 has deeply affected all the aspects of medical
education as well as profession. The online medium of education can be a highly effective
alternative method of education for the students who are at a mature age, self-disciplined,
motivated, well organized, and have a high degree of time management skills, but it is an ill-
suited method of learning for more dependent learners who have difficulty assuming
responsibilities required by the online courses.
The pandemic has crippled the socioeconomic and educational system of the whole world. In
Pakistan, where having access to learning facilities is considered a privilege, Covid-19 has
challenged the old ways of learning and made it extremely crucial for students to learn
effectively. The typical on-campus classes were suspended during the spring of 2020 to
ensure the safety of the students, instructors, and patients. All the educational institutions had
to switch their academic programs to E-learning. In Pakistan, medical schools specially had
not anticipated and were not prepared for such a massive transition of the learning medium.
Although students have already been familiarized with online textbooks, study guides, digital
lectures, and online-based exams in the preliminary stages, most of the institutions lacked
appropriate strategies for application of E-learning which affected the learning process to a
13
great scale. It has been accredited that online institutional methods are effective tools for
learning however it can be potentially challenging for students because of the restricted two-
way communication. The system used by different institutions, including CMH Kharian
Medical College comprised of online lectures, online case-based learning (CBLs), YouTube
video links, and dry labs (online lab demonstrations). After 9 to 11 months of online learning
we, the research team of CMH Kharian Medical College, decided to analyze the pros and
cons of this system. The major goal of this research study is to determine the level of
students’ satisfaction regarding E-learning, raising the question of whether the education
should be switched to E-learning permanently.

14
LITERATURE REVIEW
The following subdivision presents a reflection on the antecedent studies conducted regarding
E-learning during the COVID-19 pandemic, and some reflect challenges and educational
technology during online learning. It is centered on the findings of previously conducted
researches and the topics of online medical education, the challenges faced by the teaching
faculty, and the perspective of medical students on this conundrum.
A study was conducted at Al-Faisal University, College of Medicine in Riyadh (Saudi
Arabia) that constituted a sample size of 208 participants. It investigated the learning
challenges faced due to remote learning in medical education during global lockdown(Rajab,
Gazal et al. 2020). The challenges relayed were regarding communication, assessments, e-
learning experience, time management, use of information technology, and COVID-19 stress.
However, students showed a positive response towards the efficacy of online learning during
the lockdown. A meta-analysis study was conducted (Yildiz, Cengel et al. 2020) regarding
the modern developments in educational technology during 2015-2020 which divulged
several significant factors in the field. One such article published by the editorial board
(Liguori and Winkler 2020) about the impact of this global crisis on remote learning,
analyzed the significance of online learning and investigated the strengths, challenges,
weaknesses and prospects of online education in the duration of effective lockdown (Dhawan
2020). The study also presented basic guidelines for dealing with challenges that arise with e-
learning during pandemics and other natural disasters.

15
A study conducted on the students of both British and Helena universities in Egypt showed
the discrepancy in student motivation and engagement in online e-learning however there was
a clear difference between the basic medical sciences students and students of clinical
sciences who require more clinical and bedside training to develop skills of examination, to
infer a diagnosis, and to treat the condition. In contrast, the basic medical sciences students
currently studying theoretical aspects of medicine don’t require hands-on patients dealing for
learning the subject during this global emergency. Therefore, students studying theoretical
subjects preferred the online medium of instruction and didn’t provide the researchers with a
clear understanding (Yeni Absah and Harahap 2021). This can also be seen in a study
conducted on first-year medical students of a medical school in Denmark who were in favor
of replacing on-campus learning with e-learning. However, student groups failed to fully
commit to online learning and realized that online learning was neither stimulating nor
nondescript and it made it difficult for students to learn the allocated subjects properly.
Students’ motivation is an integral part of online learning even though the online courses are
not up to the mark or even if they have poor internet access. Students from both groups also
highlighted a reduction in instructors’ motivation and reported improper and incoherent
communication between the facilitator and the students. This is one of the many reasons why
students have not been able to commit to online courses completely. If this communication
gap prevails among the students, and there is no significant improvement in online teaching
then the students will suffer significantly which in result would impact their examinations
and their careers in the future as clinical practitioners. A study conducted on 214
undergraduates and graduate students showed instructors that ‘verbal immediacy’ is a
significant predictor of frequency of online and highlighted that they must develop a different
approach towards the development of communication skills that reduces the social and
psychological distance during online learning. Therefore, faculty must develop a way to
16
provide effective online education to their students and create a motivational style of teaching
to ensure student participation to the fullest. There is also an integral lack of IT skills among
basic and clinical medical science students as well as the instructors. Another similar study
displayed similar results when conducted among 171 first-year medical students at the
University of Jordan, indicating that most students had an average or somewhat advanced
knowledge of using the computer and internet. Furthermore, the study also found that
connectivity issues, lack of time and resources are still notable constraints for students.
Another study was done at the University of Edinburgh in which 144 third-year students were
assessed for their degree of computing skills and the level of aplomb in carrying out tasks and
it signified that the students did not have the confidence to carry out simple tasks. Therefore,
a special course must be incorporated into the curriculum of medical education to acquire
necessary IT skills. Furthermore, three previously conducted studies were found that were in
staunch favor of online learning from Pakistan. Two studies at Lahore medical and dental
college and the University of Health Sciences Karachi reported higher degrees of students’
satisfaction in regards to e-learning technology. The study from Khyber Pakhtunkhwa
investigated the feasibility of online learning among students, trainees, and faculty members
they reported a good technology assessment, IT skills, preparedness for online discussions
among participants across the medical education nexus (Khan, Zulfiqar et al. 2021).
A cross-sectional study was conducted (Khan, Zulfiqar et al. 2021) in which a sample
of 100 students from basic Medical Sciences and 100 students of clinical Medical Sciences
was selected for the study based on the convenient sampling technique and data was collected
through an online process. They were then asked to fill the questionnaire after giving
informed consent, in which they needed to answer the formulated questions for the study. It
concluded that students are well motivated to take online sources for learning medical
education. However, many hindrances when it comes to delivering efficient online instruction
17
to students of Medical Sciences. A survey was conducted by the International Association of
Universities 2020 about the global impact of COVID-19 on the higher education institutes the
findings of the study indicated that all the activities of the participants have been affected by
the COVID-19 crisis. There was also a study conducted that focused on student’s and
faculty’s satisfaction in the online learning model at Al-Qassim University Saudi Arabia, that
concluded that electronic learning mode is an advancement in education, but significant
modifications are needed to improve online learning. This review also identified various
challenges posed by online education on the current medical curriculum faced by both faculty
members and students and various solutions were given for the resolution of these challenges
(Khalil, Mansour et al. 2020).

18
METHODOLOGY
After the concerned committee’s approval, a cross-sectional study was conducted at CMH
Kharian Medical College from July 2021 to August 2021. A total of 152 students from
MBBS (150) and BDS (2) participated in the study, and data was collected via an online
medium. The students were then asked to fill an online questionnaire after giving their
informed consent in which they had to answer questions by selecting their preferred choices.
The questionnaire was then collected, and the data was analyzed using SPSS version 20.0.
The chi-square test was applied, and the level of P significance was kept at <.05. The data
once analyzed using SPSS, was then tabulated and presented in frequency and percentage
form.
STUDY DESIGN: It is a descriptive cross-sectional study.
SETTING: The study is conducted among MBBS and BDS students of various medical
colleges.
DURATION: July 2021 to August 2021.
SAMPLING TECHNIQUE: Probability convenient sampling.
SAMPLE SIZE: 152 students.
SAMPLING SUBJECTS:
Sampling procedure is done based on inclusion and exclusion criteria’s.
 Exclusion criteria: Non-medical students.
 Inclusion criteria: All years of study in MBBS and BDS.

19
No gender specification, both boys and girls took part in the research.
DATA COLLECTION TOOL:
 Questionnaire was communicated through a Google form link.
 The data was collected through by self-assessment questionnaire.
 The participants were asked to fill out the questionnaire which was proceeded
by demographic details providing information about the (a) age (b) gender and year of
study.
 The questionnaire comprised of 21 close-ended questions.
DATA ANALYSIS PLAN: Data analysis was performed using IBM Statistical Package for
Social Science (SPSS) software.

20
QUESTIONNAIRE
SECTION 1
Age: _________
Gender: __________
Email address: ______________
Residence: __________
Name of Institution: __________
Education: ____________
Academic year: ___________
Informed consent:
You are being invited to take part in a research study. This survey is being carried out by a
research team in CMH Kharian Medical College, aimed at providing information about ‘Pros
& Cons’ of online system of Medical Education. All data will be kept confidential by the
team, as your privacy is our priority. You are free to fill out this survey anonymously &
voluntarily.
21
SECTION 2
PROS AND CONS OF MEDICAL EDUCATION

YES NO
QUESTIONS
1. Are you a Male or Female?
2. Residence
3. Have you taken online classes?
4. Did you find online lectures troublesome for your eyes?
5. Did reduced interaction with your teacher play a role in low
grades?
6. Was it stressful for you being taught remotely during COVID-
19 pandemic?
7. Did you face any problem regarding the use of
software/applications required for online learning?
8. Was attending online classes an issue to students due to
unavailability of internet?
9. Was study discussion with friends a major problem during
online lectures?
10. Was non-availability of library a major issue during online
classes?
11. Were online videos on different topics a better source of
building concepts than online lectures?
12. Did you gain any practical experience regarding your

22
profession through online teaching?
13. Was it easy for you to do an effective case-based learning
online?
14. Did you have sufficient time to complete your assigned home
tasks?
15. Were online exams easier as compared to on-campus exams?
16. Do you think online learning proved to be more fruitful than
on campus learning?
17. Did online learning reduce your living costs?
18. Do you think online education contribute to the development
of student’s independence and skills of self-education?
19. Did teachers respond promptly to questions?
20. Do you think technology used for online classes was
appropriate?
21. Would you prefer online education in future?
Table 1.1
23
RESULTS
SECTION 3
Frequency and Percentile table of response
by the participants and level of YES NO P
significance after Chi-square test Value
1. Are you a male or female? MALE FEMALE 0.928
40.8% 9.2%
2. Residence URBAN RURAL 0.843
7.6% 22.4%
3. Have you taken online classes? 100% 0%
4. Did you find online lectures troublesome 89.2% 7.1% 0.641
for your eyes?
5. Did reduced interaction with your teacher 71.1% 28.9% 0.676
play a role in low grades?
6. Was it stressful for you being taught 81.6% 18.4% 0.713
remotely during COVID-19 pandemic?
7. Did you face any problem regarding the 62.5% 37.5% 0.741
use of software/applications required for
online learning?
8. Was attending online classes an issue to 69.1% 30.9% 0.270
students due to unavailability of internet?
9. Was study discussion with friends a major 71.7% 28.3% 0.593

24
problem during online lectures?
10. Was non-availability of library a major 48.0% 52.0% 0.118
issue during online classes?
11. Were online videos on different topics a 84.2% 15. 8% 0.511
better source of building concepts than
online lectures?
12. Did you gain any practical experience 15.8% 84.2% 0.737
regarding your profession through online
teaching?
13. Was it easy for you to do an effective case- 19.7% 80.3% 0.286
based learning online?
14. Did you have sufficient time to complete 66.4% 33.6% 0.262
your assigned home tasks?
15. Were online exams easier as compared to 60.5% 39.5% 0.826
on-campus exams?
16. Do you think online learning proved to be 19.1% 80.9% 0.157
more fruitful than on campus learning?
17. Did online learning reduce your living 71.1% 28.9% 0.699
costs?
18. Do you think online education contribute 38.2% 61.8% 0.961
to the development of student’s
independence and skills of self-education?
19. Did teachers respond promptly to 71.1% 28.9% 0.676
questions?
20. Do you think technology used for online 48.0% 52.0% 0.179
25
classes was appropriate?
21. Would you prefer online education in 22.4% 77.6% 0.285
future?
Table 1.2
As shown by the following chart, most of the students don’t prefer online education in the
future.
Would you prefer online education in future?

Yes No
22%
78%
Figure 1
26
DISCUSSION
The majority of the students of medical sciences are residents of the urban areas having
access to the basic amenities of life and a broadband internet connection. Despite the
availability of Wi-fi/ethernet, most of the students faced connectivity issues due to the
unavailability of a stable internet connection.
Moreover, more than half of the student population who filled the online questionnaire have
the opinion that the technology used for the commencement of online classes was
inappropriate and not suited to their educational needs.
The majority of the student population also report online mediums of education to be
troublesome for their eyes due to continuous and extended usage of digital screens. Digital
fatigue has been a common recurrence with remote learning. Most students also faced issues
regarding the operative usage of software/applications required for online learning.
The larger proportion of the student population has the opinion that they couldn't do effective
case-based learning online as there was no interaction with the patients or any room for group
discussion. As far as practical experience is concerned, most of the students find that they did
not develop basic bedside skills and techniques, as well as possessed reduced knowledge of
lab and practical work. A considerable percentage of students also believe that online
education did not contribute to the development of student independence and skills of self-
education.
27
In the percentage results, it is clearly visible that a huge proportion of students found online
videos on various topics to be more helpful than the actual online classes and found online
learning to be sufficiently less fruitful than on-campus classes and prefer on-campus classes
instead of online learning.
A significant fraction of students also believes that reduced interaction with their professors
played a significant role in lower grades. It also presents with lack of group discussions
among students. Many students also found E-learning to be very stressful in reference to all
the discussed cons above.
Many students were in huge favor of the statement that online learning reduced their living
costs and found online exams to be easier than on-campus exams. Regardless of these two
factors, a considerable majority does not prefer to be taught online in the future and prefers
on-campus classes.
28
CONCLUSIONS
The study was conducted to determine the advantages and disadvantages of the online mode
of medical education considering the viewpoint of medical students. Although the world had
already transferred to online system of education before covid-19, medical education also had
to be shifted to the online medium because of the prevailing conditions of lockdown imposed
by the Government. Considering the broader horizon, online education has been an absolute
disaster for medical education as this field involves a lot of practical work in labs and
hospitals. The same was observed by this study and the major conclusions were:
 The majority of the students felt the online system of medical education to be
at loss as compared to on-campus education. They were demotivated due to the
prevailing Covid-19 scare and lockdown had made the life increasingly excruciating
for them. Handling the pressure of medical education that too via online system was
very taxing for them.
 Availability of a steady internet connection was a major issue faced by the
students since Pakistan is still a developing country and the provision of a stable and
uninterrupted internet connection to every city and town is a big challenge.
 Reduced student-teacher interaction, separation anxiety, difficulty in using the
assigned software for attending lectures and lack of practical experience led the
students to believe that the online mode of medical education was ill-suited to their
educational needs.
29
 The only plus point observed after analyzing the results was that the online
system of medical education reduced living costs for the students as they were
learning from their homes throughout the year.
 Due to all these liabilities, the majority of the students opted not to prefer the
online system of medical education in the future.

30
RECOMMENDATIONS
The quality of the ‘online system of Medical Education’ can be improved by taking the
following measures:
 Provision of a stable internet connection to all students to minimize
connectivity issues.
 Selection of user-friendly, and efficient software/applications to deliver
lectures.
 Reduction of screen time by creating a schedule that incorporates breaks for
the students to avoid digital fatigue.
 Development of effective communication between the students and the
teaching faculty to abridge the communication gap between them.
 Lectures should be made more palatable, innovative, and easier to develop and
hold the interest of the students.
 Proper guidance supplemented with necessary training regarding the usage of
technology should be given to both teachers and students to enhance their IT skills.
31
REFERENCES
Dhawan, S. (2020). "Online learning: A panacea in the time of COVID-19 crisis." Journal of
Educational Technology Systems 49(1): 5-22.
Khalil, R., et al. (2020). "The sudden transition to synchronized online learning during the COVID-19
pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives." BMC
medical education 20(1): 1-10.
Khan, H., et al. (2021). "Pros and cons of online course from medical student’s standpoint." The
Professional Medical Journal 28(03): 387-391.
Liguori, E. and C. Winkler (2020). From offline to online: Challenges and opportunities for
entrepreneurship education following the COVID-19 pandemic, SAGE Publications Sage CA: Los
Angeles, CA.
Rajab, M. H., et al. (2020). "Challenges to online medical education during the COVID-19 pandemic."
Cureus 12(7).
Yeni Absah, B. K. and R. H. Harahap (2021). "Strategies to improve student satisfaction through the
quality of online learning facilities and infrastructure, characteristics of academic staff, lecturers
competence, and good university governance in Medan."
Yildiz, E. P., et al. (2020). "Current trends in education technologies research worldwide: Meta-
analysis of studies between 2015-2020." World Journal on Educational Technology: Current Issues
12(3): 192-206.

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PROS & CONS OF ONLINE MEDICAL

ACADEMIC YEAR: 2017-2022

DEPARTMENT OF COMMUNITY MEDICINE

CMH KHARIAN MEDICAL COLLEGE, KHARIAN CANTT.

Prof. Dr. Abrar Hussain Syed

Dr. Iffat Noor

Dr. Tehreem Afza

university requirement of experiential research training in the subject of community

Batch incharge: Mohsin Riaz

Serial No. Title Page No.

4. Materials and Methods 14

ABSTRACT… Objective: To evaluate

in the form of frequency and percentage.

provide an equal form of e-learning for

in the form of frequency and percentage.

provide an equal form of e-learning for

educational institutes shifted their instruction to online mediums.

the perspective of medical students.

Study Design: Cross Sectional study with convenient sampling.

Setting: CMH Kharian Medical College.

Period: July 2021 to August 2021.

The data was finally presented in the form of percentages.

Conclusion: Improvement in the instructive aspect of online education by the faculty is

such as diminished IT skills, mismanagement of the curriculum, and unavailability of the

On 31 December 2019, WHO was informed of cases of pneumonia of unknown origin in

responsibilities required by the online courses.

should be switched to E-learning permanently.

technology during online learning. It is centered on the findings of previously conducted

faculty, and the perspective of medical students on this conundrum.

A study was conducted at Al-Faisal University, College of Medicine in Riyadh (Saudi

the modern developments in educational technology during 2015-2020 which divulged

learning during pandemics and other natural disasters.

highlighted a reduction in instructors’ motivation and reported improper and incoherent

undergraduates and graduate students showed instructors that ‘verbal immediacy’ is a

satisfaction in regards to e-learning technology. The study from Khyber Pakhtunkhwa

to students of Medical Sciences. A survey was conducted by the International Association of

concluded that electronic learning mode is an advancement in education, but significant

(Khalil, Mansour et al. 2020).

STUDY DESIGN: It is a descriptive cross-sectional study.

DURATION: July 2021 to August 2021.

SAMPLING TECHNIQUE: Probability convenient sampling.

SAMPLE SIZE: 152 students.

Sampling procedure is done based on inclusion and exclusion criteria’s.

 Exclusion criteria: Non-medical students.

 Inclusion criteria: All years of study in MBBS and BDS.

DATA COLLECTION TOOL:

 Questionnaire was communicated through a Google form link.

 The data was collected through by self-assessment questionnaire.

 The questionnaire comprised of 21 close-ended questions.

Social Science (SPSS) software.

Email address: ______________

Name of Institution: __________

Academic year: ___________

PROS AND CONS OF MEDICAL EDUCATION

3. Have you taken online classes?

4. Did you find online lectures troublesome for your eyes?

5. Did reduced interaction with your teacher play a role in low

6. Was it stressful for you being taught remotely during COVID-