Journal of Forensic Medicine and Toxicology
SCOPUS
  • Year: 2025
  • Volume: 42
  • Issue: 1

The conceptualisation of medical students towards online education

  • Author:
  • M Senthil Kumaran1,*, Shreemata Kumar Dash2, Arun Kumar Siddamsetty3, Bedanta Sarma4, J Venkatesh5
  • Total Page Count: 8
  • Page Number: 37 to 44

1Associate Professor & In-Charge HOD, Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Madurai, Tamil Nadu, India

2Professor & HOD, Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India

3Associate Professor, Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India

4Associate Professor, Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Mangalagiri, Andhra Pradesh, India

5Assistant Professor, Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Kalyani, West Bengal, India

*Corresponding author. E-mail address: -drsenthilkumaran84@gmail.com (Dr. Senthil Kuman M,) Mobile number: +91 8940355577

Online published on 19 June, 2025.

Abstract

Globally the education system after COVID-19 pandemic has undergone swingeing changes by substituting traditional class room teaching to online platforms. This research intent to reconnoitre the ideas of medical students towards digital/online education, their implication, and potentials for enhancement. A questionnaire was designed, validated, and distributed to students of Tertiary Health Care Teaching Hospital and Medical College, India. The collected data were analysed using descriptive statistics. Out of total 250 participated students, 200 were considered for the final analysis after implementing inclusion and exclusion criteria. The findings showed higher incidence of depression among thirdyear MBBS students. Significant statistical correlations were found between the student’s response to online teaching and evaluation with factors like attendance (0.00), health (0.009), reliable assessment (0.02) and a preference for Multiple Choice Questions over Long & short answer questions (0.003). While online medical education presents with both advantages and disadvantages. Therefore, a blended learning approach of both online and traditional education will be most effective educational strategy moving forward.

Keywords

Medical education, Online teaching, Online evaluation, DASS, Medical students