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首页> 外文期刊>Advances in Medical Education and Practice >Assessing the Role of Internal Motivation and Extrinsic Factors on Online Undergraduate Medical Teaching in a Resource-Poor Setting During Covid-19 Pandemic in North India: An Observational Study
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Assessing the Role of Internal Motivation and Extrinsic Factors on Online Undergraduate Medical Teaching in a Resource-Poor Setting During Covid-19 Pandemic in North India: An Observational Study

机译：评估内部动机和外在因素在北印度Covid-19大流行期间在线本科医学教学的作用：一个观察研究

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Purpose:The unprecedented academic environment brought by the COVID-19 pandemic led to the evolution of online teaching as an ineluctable tool for education and training. To ensure that the undergraduate teaching curriculum does not become another victim of the virus, online teaching was started in most medical schools. The undergraduate students enrolled in our institution hail mostly from rural areas and small townships with limited internet connectivity and accessibility due to poor socioeconomic status. This study highlights the students' perception of and motivation towards online classes in respect to internet connectivity and accessibility during COVID-19 pandemic. Since online teaching is essentially a student-centered learning approach, the motivational level of students plays an important role in making teaching protocols effective.Methods:A prospective qualitative and quantitative assessment of perceptions of 498 medical undergraduate students from 1st, 2nd and 3rd year of Dr. Ram Manohar Lohia Institute of Medical Sciences, Vibhuti Khand, Gomti Nagar, Lucknow, Uttar Pradesh, India was done using validated online questionnaires and anonymous voluntary feedback during the government-imposed lockdown from March 2020 to November 2020.Results:On evaluation of 260 responses received, it was found that the majority of students were motivated to attend the online classes but external factors like internet connectivity and household environment were affecting their motivation on a daily basis and thus decreasing the motivation levels. Validity of feedback by Cronbach's alpha was 0.907 and Pearson coefficient between internet connectivity and motivation factors was 0.419 (p-value 0.001).Conclusion:The extrinsic factors of internet connectivity and household environment hamper the motivation of students to attend online classes; this should be considered as an important factor to enable the desired student-led learning as mandated by competency-based medical education.? 2021 Dhingra et al.
机译：目的：Covid-19大流行带来的前所未有的学术环境导致了在线教学的演变作为教育和培训的无形工具。为了确保本科教学课程没有成为病毒的另一个受害者，在大多数医学院开始在线教学。本科生在我们的机构招收到我们的机构，主要来自农村地区和小镇，由于社会经济地位差，互联网连接有限，可访问性。这项研究突出了在Covid-19流行病中的互联网连接和可访问性方面的学生对网上课程的看法和动机。由于在线教学基本上是一项以学生为中心的学习方法，因此学生的励志水平在制定教学方面发挥着重要作用。方法：从第1次，第2和第3年的498名医疗本科生的看法的前瞻性和定量评估RAM Manohar Lohia医学研究所，VIBHUTI KHAND，GOMTI Nagar，Lucknow，印度北方邦，在政府在2020年3月至11月20日期间，在政府实施的在线问卷和匿名的志愿反馈。结果：评估收到260个响应，发现大多数学生有动力参加在线课程，但互联网连接和家庭环境等外部因素正在每天影响其动机，从而降低动力水平。 Cronbach的alpha反馈的有效性是0.907，互联网连接和动机因子之间的Pearson系数为0.419（p值<0.001）。结论：互联网连接和家庭环境的外在因素妨碍学生参加在线课程的动机;这应该被视为通过基于能力的医学教育要求所需的学生导向学习的重要因素。 2021 dhingra等。

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