Authors: Kwee Choy Koh, Benjamin Ze Wei Kok, Yun Ni Cheah, Swen Huey Bee, Charlottee Yen Shin Lee, Dalili Hezreen Nazari.

ABSTRACT

Introduction: The COVID-19 pandemic in 2020 resulted in a complete lockdown of educational institutions in Malaysia necessitating an immediate shift from conventional face-to-face teaching to online teaching-learning (OTL). This invariably affected the work-life balance and mental health of medical lecturers. This study was done to assess the adequacy of training of lecturers to conduct OTL and the challenges faced, and the impact of transitioning to OTL on the work-life balance and mental health of medical lecturers. The mental health status of lecturers was compared according to age categories of Gen-X, Gen-Y and Baby Boomer (BB) generations.

Methods: An online survey was conducted between August and October 2021. Participants were asked to answer a series of questions designed to assess adequacy of training received, impact on work life balance, and score themselves with validated scoring tools to assess for anxiety, depression, and stress levels.

Results: A total of 179 lecturers participated in the study. Training for OTL was deemed to be adequate and prepared the lecturers well for OTL. The transition to OTL negatively disrupted work-life balance causing extra work hours, disruption to family life, sleep issues, exhaustion, and stress but were positive in many other aspects. Gen-X and Gen-Y lecturers had higher perceived stress compared to BB.

Conclusions: Transitioning to online teaching during COVID-19 pandemic impacted work-life balance positively and negatively. Moderate to high perceived stress were reported, especially among younger lecturers. Training to equip lecturers to conduct online teaching and support for mental health and wellbeing should be provided.

Keywords: COVID-19 pandemic, mental health, online teaching, work-life balance, medical lecturers.

Citations: IeJSME 2024 Vol 18 (3): 04-14

DOI: https://doi.org/10.56026/imu.18.3.4

Authors: Noor-i-Kiran Naeem, Siti Nurma Hanim Hadie, Irwan Mahazir Ismail, Samina Malik, Usman Mahboob, Subhan Ullah, Muhamad Saiful Bahri Yusoff.

ABSTRACT

In light of the increasing use of online learning platforms in medical education, there is a critical need to assess the current state of online learning environments. Despite the global emphasis on digital education, limited studies have systematically explored how medical students perceive the effectiveness and quality of these environments, particularly in Pakistan. This study aims to fill this gap by evaluating medical students’ experiences with their institution’s online learning environments and identifying key strengths and challenges that impact learning outcomes.

A mixed-method, sequential exploratory design was used, starting with a quantitative assessment followed by qualitative inquiry. Data from 253 medical students were collected via a survey, and 30 focus group interviews were conducted to provide deeper insights into the challenges students face in navigating the online learning environment. The findings revealed critical areas in need of improvement, including digital infrastructure, student engagement, and the accessibility of online resources. Qualitative data highlighted the need for more interactive and student-centred approaches to online education.

By focusing on the status of online learning in medical education, this research provides valuable insights for educators and policymakers aiming to enhance the quality of digital learning environments. The study contributes to ongoing efforts to develop more effective, engaging, and responsive online learning strategies for medical students in Pakistan.

Keywords: Online learning, Undergraduate Medical Education, Learning environment, Digi-MEE, Perception.

Citations: IeJSME 2024 Vol 18 (3): 15-32

DOI: https://doi.org/10.56026/imu.18.3.15