TY - JOUR
AU - Lutfor, Afzalunnessa Binte
AU - Jahan, Fauzia
AU - Siddiqui, Tosaddeque Hossain
AU - Chowdhury, Kona
AU - Ahmad, Rahnuma
AU - Nusrat, Nadia
AU - Akter, Farhana
AU - Adnan, Nihad
AU - Islam, Salequl
AU - Kumar, Santosh
AU - Sharma, Paras
AU - Lugova, Halyna
AU - Etando, Ayukafangha
AU - Sultana, Irin
AU - Sarkar, Sajuti
AU - Begum, Firoza
AU - Chowdhury, Chand Sultana
AU - Mou, Taslin Jahan
AU - Nahar, Shamsun
AU - Zaman, Taslima
AU - Sharmin, Sabrina
AU - Mashrur, Abu Rushd Muhammad
AU - Kabir, Rumana
AU - Biswas, Nirmal Kanti
AU - Halder, Kakali
AU - Basu, Kamalesh Chandra
AU - Ferdousy, Sybilla
AU - Hassan, Mahmuda
AU - ARM, Lutful Kabir
AU - Begum, Mahamuda
AU - Khan, Naurin
AU - Andalib, Sofia
AU - Munwar, Shaila
AU - Alim, Rumana
AU - Khan, Samia Afreen
AU - Noor, Neelima Sharmin
AU - Rahaman, Md. Arifur
AU - Kabir, Fuad Reajwan
AU - Yesmin, Farida
AU - Bashar, Mohammad Abul
AU - Islam, Mohammad Ataul
AU - Taher, Tania
AU - Ahmed, Tarafder Shahniam
AU - Khan, Jahangir Alam
AU - Ahammed, Ferdaus
AU - Chowdhury, Shajia
AU - Akhtar, Gulshan
AU - Sinha, Susmita
AU - Godman, Brian
AU - Haque, Mainul
PY - 2023
DA - May
TI - The impact of the COVID-19 pandemic on the education of medical, dental and non-medical healthcare professionals in Bangladesh : findings and connotation
JO - Advances in Human Biology
EP - S95
VL - 13
IS - 5
DO - https://doi.org/10.4103/aihb.aihb_53_23
AB - Lockdown measures in response to the COVID-19 pandemic had an appreciable impact on the education of all medical, dental, and non-medical healthcare professional (HCP) students. These included the closure of universities necessitating a rapid move to e-learning and new approaches to practical’s. However initially, there was a lack of knowledge and expertise regarding e-learning approaches and the affordability of internet bundles and equipment. We initially con-ducted two pilot studies to assess such current challenges, replaced by a two-stage approach including a full investigation involving 32 private and public universities during the early stages of the pandemic followed by a later study assessing the current environment brought about by the forced changes. Top challenges at the start of the pandemic included a lack of familiarity with e-learning approaches, cost of the internet, lack of IT equipment and the quality of the classes. Universities offered support to staff and students to a varying degree to address identified challenges. Since then, e-learning approaches have widened the possibilities for teaching and learning at convenient times. However, challenges remain. In conclusion, there were considerable challenges at the start of them pandemic. Several key issues have been addressed with hybrid learning here to stay. Remaining challenges include a lack of ICT equipment. However, new innovations will continue.
PB - Wolters Kluwer
UR - https://strathprints.strath.ac.uk/85640/
KW - Coronavirus (COVID-19)
ER