<?xml version="1.0" encoding="UTF-8"?>
<!DOCTYPE article PUBLIC "-//NLM//DTD JATS (Z39.96) Journal Publishing DTD v1.2d1 20170631//EN" "JATS-journalpublishing1.dtd">
<ArticleSet>
  <Article>
    <Journal>
      <PublisherName>journal-jmsr</PublisherName>
      <JournalTitle>Journal of Medical and Surgical Research</JournalTitle>
      <PISSN>I</PISSN>
      <EISSN>S</EISSN>
      <Volume-Issue>Vol. VIII, n 2</Volume-Issue>
      <PartNumber/>
      <IssueTopic>Multidisciplinary</IssueTopic>
      <IssueLanguage>English</IssueLanguage>
      <Season>December 2021</Season>
      <SpecialIssue>N</SpecialIssue>
      <SupplementaryIssue>N</SupplementaryIssue>
      <IssueOA>Y</IssueOA>
      <PubDate>
        <Year>-0001</Year>
        <Month>11</Month>
        <Day>30</Day>
      </PubDate>
      <ArticleType>JMSR Medical Education</ArticleType>
      <ArticleTitle>The Unprecedented Times of Covid-19 Pandemic and the Online Medical Education: -A Survey Report-</ArticleTitle>
      <SubTitle/>
      <ArticleLanguage>English</ArticleLanguage>
      <ArticleOA>Y</ArticleOA>
      <FirstPage>1009</FirstPage>
      <LastPage>1015</LastPage>
      <AuthorList>
        <Author>
          <FirstName>Ruchira</FirstName>
          <LastName>Sethi</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>N</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Alok</FirstName>
          <LastName>Tripathi</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
          <FirstName>Dhananjay</FirstName>
          <LastName>Kotasthane</LastName>
          <AuthorLanguage>English</AuthorLanguage>
          <Affiliation/>
          <CorrespondingAuthor>Y</CorrespondingAuthor>
          <ORCID/>
        </Author>
      </AuthorList>
      <DOI>10.46327/msrjg.1.000000000000205</DOI>
      <Abstract>Background: In the year 2019 the National medical commission was ready to roll open its newly framed competency-based curriculum (CBME) and the colleges and medical universities were all geared up and trained to do the same. The tale began at a new pace with the academic session 2020 but was jolted soon by the spreading tentacles of COVID-19 pandemic. This disease made a drastic impact on education delivery system and the medical graduates were soon facing the challenge of not only revised curriculum but also the revised methodology of teaching. The present study compares the outcome of online education for students with CBME and with traditional variant of medical education. Material __ampersandsign Methods: A retrospective survey analysis questionnaire was created on google forms, on the basis of DREEM questionnaire [appendix 1]. The student’s perspective was scored on Likert scale. The students were divided into study groups following traditional and CBME curriculum. The SPSS system was utilized to find the mean score of responses and student t-test and chi square tests were used. Results: The comparison of results for student’s perception towards online education suggested statistically non-significant outputs between the genders but significant difference for study groups i.e. traditional vs. CBME curriculum. Conclusion: This survey highlighted that curating the new format of curriculum for delivery in an online format would produce better outputs and making availability of resources for use during online classes can increase the performance of students to be better aligned with graduate medical regulations.</Abstract>
      <AbstractLanguage>English</AbstractLanguage>
      <Keywords>COVID-19, online education, curriculum, CBME</Keywords>
      <URLs>
        <Abstract>https://journal-jmsr.net/ubijournal-v1copy/journals/abstract.php?article_id=13483&amp;title=The Unprecedented Times of Covid-19 Pandemic and the Online Medical Education: -A Survey Report-</Abstract>
      </URLs>
      <References>
        <ReferencesarticleTitle>References</ReferencesarticleTitle>
        <ReferencesfirstPage>16</ReferencesfirstPage>
        <ReferenceslastPage>19</ReferenceslastPage>
        <References>Medical Council of India. Competency Based Undergraduate Curriculum for the Indian Medical Graduate. 2018. pp. 1–3.&#13;
	Frank JR, Mungroo R, Ahmad Y, Wang M, De Rossi S, Horsley T Toward a definition of competency-based education in medicine: a systematic review of published definitions. Med Teach. 2010; 32(8):631-7.&#13;
	R. Sethi, D. Kotasthane The Foundation course- the need of the hour in Indian medical curriculum Indian Journal of Applied Research May 2020;10(5):5-7&#13;
	Chatterjee P, Nagi N, Agarwal A, Das B, Banerjee S, Sarkar S, Gupta N, Gangakhedkar RR. The 2019 novel coronavirus disease (COVID-19) pandemic: A review of the current evidence. Indian J Med Res 2020; 151:147-159&#13;
	Pattanshetti VM, Pattanshetti SV. The impact of COVID-19 on medical education in India. J Sci Soc 2020; 47:1-2&#13;
	Gaur U, Majumder MAA, Sa B, Sarkar S, Williams A, Singh K. Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond. SN Compr Clin Med. 2020 Sep 22:1-6. Epub ahead of print. PMID: 32984766; PMCID: PMC7508422.&#13;
	Advisory for reopening the Medical colleges NMC/secy/2020/05&#13;
	Susan Miles, Louise Swift and; Sam J. Leinster. The Dundee Ready Education Environment Measure (DREEM): A review of its adoption and use, Medical Teacher. 2012, 34(9): 620-634&#13;
	Gail M. Sullivan and Anthony R. Artino Jr. Analyzing and interpreting data from Likert Type scales. Journal of Graduate Medical Education 2013; 5(4):541-542].&#13;
	Medical Council of India. Competency Based Undergraduate Curriculum for the Indian Medical Graduate. 2018. [Last accessed on 2019 Mar 05]. pp. 1–3. Available from: https://www.mciindia.org/CMS/information-desk/for-colleges/ug-curriculum 2. New Delhi: Medical Council of India; 2012.&#13;
	Medical Council of India. Regulations on Graduate Medical Education, 2012; pp. 3–6.Availablefrom:http://www.mciindia.org/tools/announcement/Revised_GME_2012.pdf&#13;
	Liang ZC, Ooi SBS, Wang W. Pandemics and their impact on medical training: lessons from Singapore. Acad Med. 2020. 10.1097/ACM.0000000000003441.&#13;
	Singh K, Bharatha A, Sa B, Adams OP, Majumder MAA. Teaching anatomy using an active and engaging learning strategy. BMC Med Educ. 2019;19(1):149. doi: 10.1186/s12909-019-1590-2.&#13;
	Majumder MAA, Azim MSS, Rahman S. Technology-enhanced learning in Asia: new educational possibilities for the tomorrow’s doctors and tomorrow’s cures. South East Asia J Public Health. 2013;4(2):50–53.&#13;
	T. Muthuprasad, S. Aiswarya, K.S. Aditya, Girish K. Jha, Students’ perception and preference for online education in India during COVID -19 pandemic,Social Sciences and; Humanities Open,2021;Volume 3, Issue 1&#13;
	Kulal, A. and Nayak, A. "A study on perception of teachers and students toward online classes in Dakshina Kannada and Udupi District", Asian Association of Open Universities Journal, 2020 Vol. 15 No. 3, pp. 285-296.&#13;
	S Bali and M C Liu Students’ perceptions toward online learning and face-to-face learning courses IOP Conf. Series: Journal of Physics: Conf. Series 1108 ,2018; 012094&#13;
	Wormald BW, Schoeman S, Somasunderam A, Penn M. Assessment drives learning: an unavoidable truth? Anat Sci Educ. 2009 Oct;2(5):199-204.&#13;
	Rose S. Medical student education in the time of COVID-19 [published online ahead of print, 2020 Mar 31]. JAMA. 2020. 10.1001/jama.2020.5227&#13;
	Rida Zehra, Anam Bilwani Perceptions of Teachers Regarding Technology Integration in Classrooms: A Comparative Analysis of Elite and Mediocre Schools Journal of Education and Educational Development June 2016; 3 No. 1&#13;
	Fernandez AR, Shaw GP. Academic leadership in a time of crisis: the coronavirus and COVID-19. J Leadersh Stud. 2020;14(1):39–45&#13;
	Sahi PK, Mishra D, Singh T. Medical Education Amid the COVID-19 Pandemic [published online ahead of print, 2020 May 14]. Indian Pediatr. 2020: S097475591600181.&#13;
	M. Aguillon, Gregor-Fausto Siegmund, Renee H. Petipas, Abby Grace Drake, Sehoya Cotner, and Cissy J. Ballen Gender Differences in Student Participation in an active Learning Classroom Stepfanie CBE—Life Sciences Education 2020 19:2&#13;
	Wilson, D., Jones, D., Bocell, F., Crawford, J., Kim, M. J., Veilleux, N., and; Plett, M. (2015). Belonging and academic engagement among undergraduate STEM students: A multi-institutional study. Research in Higher Education, 56(7), 750–776.&#13;
	Valland;eacute;e A, Blacher J, Cariou A, Sorbets E Blended Learning Compared to Traditional Learning in Medical Education: Systematic Review and Meta-Analysis J Med Internet Res 2020;22(8):16504</References>
      </References>
    </Journal>
  </Article>
</ArticleSet>