During the COVID-19 pandemic, the education sector of Bangladesh suffered a lot. To adapt to this uncertain situation, the online teaching–learning method was introduced for the first time in the dental colleges to continue regular classes. This qualitative study explored the in-depth perception among students of this new, affordable, flexible online learning method and to find out the scope of improvement of the delivery method. Two focus group discussions (FGD) were conducted, each including 6–8 participants (N = 16, the male/female ratio was 7:9) for gaining an in-depth understanding of the perception of online teaching among dental students. With the help of the trigger questions, the facilitator and moderators conducted both FGDs. By analyzing the focus group discussion, four distinct themes were identified. The main themes extracted from the data refer to the difficulties which students faced during participation in online classes (e.g., low attention span, unusual timing of classes, internet accessibility, power cut, boring content, etc.), advantages of online learning (e.g., saves time, able to continue studying during the lockdown, saves money, avoids commuting, being safe during a pandemic situation, one can participate in classes if sick, etc.), disadvantages of online classes (e.g., not feasible for clinical classes and lab works, lack of social interactions, lack of group study, long screen time, lack of after-class peer discussion, lack of engagement, etc.), and also scopes of improvements (e.g., technological training for staff, recorded classes, technological orientation for students, more engaging contents, online support, more interactive lessons, short duration of the class, break after 30–45 min, and also teachers training for online facilitation, etc.). In Bangladesh, the online teaching–learning method is not a regular practice. Most of the institutions were forced to adopt this method on very short notice because of the COVID-19 pandemic lockdown. Online education in a clinical subject such as dentistry requires a special training program, online content preparation, and interactive lesson delivery setup, which are big challenges for a resource-constrained medical education setup. The focus group discussion unveiled some key issues which indicated that there are many scopes for improvement in online teaching methods. With the help of the medical education department and through faculty development, the online learning sessions can be made attractive as well as beneficiary for the key stakeholders. Full article

The pandemic forced final year clinical students in six health-profession programs in a Caribbean University to suddenly transition from a clinical learning environment to an exclusively online environment for clinical instruction. The change in curriculum delivery allowed students to compare teaching of clinical skills using clinical and online learning environments. In June 2020, 278 students (78% response rate) completed a survey rating the online teaching experience. Students from each discipline also participated in a focus group discussion. Of the sample, 88% of students felt that the online environment was enthusiastic and stimulating but did not view it as satisfactory for skills transfer; 77% felt connected with their teachers but deprived of the social connectedness, peer support, and vicarious learning afforded by face-to-face instruction. Clinical students perceived the online environment as a convenient and beneficial platform to deliver didactic components of the clinical curriculum, thus providing downtime for students and ensuring equitable exposure of all students to all teachers. In the post-pandemic era, medical teachers should make the effort to maintain and refine online approaches, not just for use in times of emergency, but for integration into curriculum delivery strategies to improve the clinical learning environment and student satisfaction, while maintaining the hands-on method of clinical instruction. Full article

Due to the COVID-19 pandemic, educational institutions globally were forced to close, resulting in a transition to online learning. However, this transition increased screen time and made e-learners more vulnerable to biopsychosocial issues. This study aimed to assess the impact of online learning on the eyes and mental health of medical science students, including those pursuing MBBS, Nursing, Optometry, Pharmacy, and Veterinary degrees during the COVID-19 lockdown period. A cross-sectional quantitative study was conducted, collecting online data from 182 samples using a socio-demographic data sheet (SDVS), Computer Vision Symptom Scale (CVSS 17), and the Perceived Stress Scale (PSS 10). Results revealed that most students spent between 2 and 4 h and >7 h on electronic devices before and during COVID-19, respectively, with many reporting moderate mental stress and eye strain. A weak positive correlation (r = 0.204 at p < 0.05) was found between perceived stress and eye strain, with the 24–29 age group reporting higher mean scores for eye strain. Female participants in the study reported higher mean scores for both eye strain and perceived stress. Additionally, the study found significant associations between eye strain and the electronic devices used, the program of study, and perceived stress levels. The participants’ ethnicity was also found to impact eye strain levels. The study concludes that the transition to online learning during COVID-19 caused moderate to severe levels of eye strain and mental stress, indicating the need for interventions for the student community. Full article

Background: The effect of the COVID-19 pandemic has transformed medical education and is likely to have long-lasting effects on student learning, mental well-being, and eating behaviour. This study aimed to examine the learning behaviours of medical students at the American University of Integrative Sciences (AUIS), Barbados, during the COVID-19 pandemic. Methods: A cross-sectional web-based on-line survey was administered to medical students at AUIS from July to November 2021. The data collecting instrument recorded students’ demographic and learning behaviour information and eating disorders (SCOFF questionnaire). Results: The overall response rate was 55% (n = 120). In relation to learning behaviour, students agreed with the following statements: ‘deterioration in work performance and studying’ (48.4%), ‘remember subject’s contents appropriately’ (40.4%), ‘concentration on the studies’ (40.3%), ‘difficulty in performing two tasks simultaneously’ (38.7%), ‘difficulty in performing mental calculations’ (33.9%), ‘difficulty in recalling recent information’ (32.3%), and ‘difficulty in recalling old information’ (38.7%). Among the eight dimensions of learning behaviours, deterioration in work performance or studying and difficulties in recalling recent information were found to be significantly associated with the gender of the students. For the SCOFF questionnaire, approximately 24.2% screened positive for eating disorders. Screening with the SCOFF test demonstrated that females, older (>25 years), overweight + obese, Clinical Sciences + PreMed, and non-USA-based students were at more risk of eating disorders. Conclusions: The results indicate that during the COVID-19 pandemic, AUIS students have developed learning difficulties and are likely to have eating disorders. University policymakers should take appropriate measures to support a healthy learning environment and improve students’ mental well-being and eating behaviours. Full article

Problem-based learning (PBL) is an active learning technique that promotes a life-long learning approach to understanding and using the principles of clinical medicine. It does so by helping learners hone their critical thinking skills in a team-based environment. It was originally developed for use in live, in-person settings. During the COVID-19 pandemic, it has had to be rapidly adapted for online delivery. In this article, we first highlight the key challenges faced by educators and learners in making this transition. We then share five lessons for effectively translating in-person PBL curricula to online and hybrid learning formats. Full article

Providing international medical educators with opportunities for faculty development has become a favorable moment for capacity building and the creation of partnerships with universities around the world. It has also become a social responsibility when such a development implies growth and improvement for the institutions involved. In 2018 and 2019, the University of Alberta Faculty of Medicine & Dentistry designed and delivered an international faculty development program (IFDP) in Edmonton, Canada, in collaboration with the faculty management from Jilin University and Wenzhou Medical University, and Shandong University. The inspiration for program driven by capacity development for three universities in China, all of whom were developing strategies to respond to new government policies for medical education. The focus of the course was based on the needs that the three institutions expressed: teaching innovation, research, and quality curriculum development. By design, the two-week, in-person program included lectures, personal tutorials, class and laboratories observations, as well as guided teaching visits to hospitals and university museums. Recommendations are offered to assist other international faculty development programs focused on capacity building for medical education. Full article

Background: Social accountability is defined as “the obligation of medical schools to direct their education, research and service activities toward addressing the priority health concerns of the community, region, and/or nation that they have a mandate to serve”. It is becoming increasingly critical in evaluating medical school performance and education quality. Medical students must have an appropriate understanding of social accountability. This study explores knowledge, attitudes and institutional readiness as perceived by medical students towards social accountability. Method: An independent online cross-sectional survey was conducted, which included 121 medical students recruited through a convenience sampling technique. The survey instruments were validated through a pilot study and the responses were analyzed using chi-squared (χ²) tests. Frequencies and percentages were computed. Results: A total of 69% of students understood SA, 61.2% believed they demonstrated SA, and 82.6% believed it has a positive impact on their attitudes and behaviors. About 52.1% believed that their school has a positive impact on the community with a curriculum that includes (52.9%) and reflects the needs of the population that they will serve (49.6%). Conclusion: Based on the findings, a significant number of students have knowledge about social accountability, have a positive attitude towards the concept, and believe that their institution demonstrates readiness. Full article

Background: The urgency for heightened levels of the Coronavirus disease of 2019 (COVID-19) awareness is due to their estimated face-to-face participation in the COVID-19 pandemic and similar pandemics. The unavailability of updated pandemic information is a significant challenge. There is no available data or previous studies undertaken to investigate the level of pandemic awareness of medical students in Trinidad, Tobago, or the wider Caribbean. Methods: A cross-sectional study of medical students, years one to five, at the University of the West Indies (UWI) St. Augustine campus, Faculty of Medical Sciences, was conducted using random sampling. Data was collected using a 20-item questionnaire structured to test awareness. Chi-square analysis was done using SPSS version 28.0.1.0 (142). Results: Of the 137 participants, 100% claimed to be aware of the COVID-19 pandemic, mainly via social media and the Ministry of Health press conferences. Though all claimed to be aware, 98.5% were aware of COVID-19 being a viral infection, whilst 87.6% were aware of the modes of transmission. Less than half of the population (45.3%) stated they were prepared to be a frontline worker exposed to and treating COVID-19 patients, while the majority (76.6%) were worried about exposure to the virus. Conclusions: The data collected in this research indicated that the level of awareness increases with higher levels of education, whereas age has no effect. Additionally, it was determined that undergraduate medical students had an average knowledge base of COVID-19 but would need training programs to increase their preparedness as future healthcare professionals. Lastly, it was discovered that the two top sources of information were social media and press conferences held by the government. Full article

Superstition is a belief that is not based on scientific knowledge. Traditional healers usually use superstition in their practices to manage human health problems and diseases; such practices create a conflict with the medical profession and its evidence-based practices. Medical professionals confirm that this kind of practice is unsafe as it is performed by untrained people (e.g., traditional healers) utilizing unsterilized instruments within unhygienic environments. Most of the cases eventually develop a variety of complications, which are sometimes fatal. Female genital mutilation, uvulectomy, oral mutilation (tooth bud extraction to cure “Ibyinyo”), and eyebrow incisions are examples of the many different types of superstitious practices which occur commonly in other parts of the world. We describe how these traditional practices of superstition have been and continue to be performed in various parts of the world, their complications on oral and general health, and how such practices hinder modern medical practices and highlight huge inequalities and disparities in healthcare-seeking behavior among different social groups. This paper aims to increase health literacy and awareness of these superstition-driven traditional and potentially harmful practices by promoting the importance of evidence-based medical practices. Full article