Date of Completion

2022

Document Type

Research Project

Degree Name

Doctor of Medicine

Keywords

COVID 19, Pandemic, Online learning, Professors

Abstract

The outbreak of the COVID-19 pandemic forced the educational institution to shift from the traditional way to online learning significantly affecting students and professors. The sudden transition from face to face to online teaching led to the difficulty of lecturers in adapting, and one of the factors that hinder the teachers in delivering their lectures and students from gaining insights is that teachers perceive online teaching as more challenging and complicated compared to face to face classes (Aziz et al., 2020; Blahusiakova et al., 2021; Estrellan et al., 2021). The medical professors encounter difficulties as they lack experience and preparation in adapting to this new online learning environment. According to the study of Coderz (2021), both educators and administrators are in the endless search of new tools and paths to face challenges like this COVID-19 pandemic. The shift to an online platform was a contingency plan to secure the continuation of the courses offered by the institution and enable the students to continue with their studies (Lapitan et al., 2021). Several works of literature studied the student’s perception during the COVID-19 pandemic (Rohman et al., 2020; Estrellan et al., 2021); however, limited research concerning the faculties perception of this new mode of learning (Estrellan et al., 2021; Moralista et al., Budharani et al., 2019; Martin et al., 2019.). Therefore, it is important for this paper to contribute to this current information gap to provide better understanding on how the professors of DLSMHSI will be enabled to rise to the challenges of online teaching given the resources and technologies present at the time.

This study aims to determine the impact of online teaching on the performance of the professors of DLSMHSI-CM by identifying the demographics of the professors, various teaching strategies, factors affecting the conveyance of online lectures, and students’ feedback on the impact of the deliverance of the online lecture by the instructors. This study follows a descriptive cross-sectional design that allows assessing the experiences, perspectives, and strategies of the medical professors in DLSMHSI-CM on how they conduct lectures on an online platform. The study utilized a qualitative research method using a descriptive cross-sectional online survey (questionnaire) via Google forms involving a sample of 351 medical professors in DLSMHSI-CM, with a total of 87 respondents. The study will focus on four research instruments: demography, teaching strategies, factors affecting online learning delivery, and the impact of online learning delivery on the performance of the professors. Descriptive survey method and statistical analysis were used to gather, analyze, and interpret the findings. The results of the analysis of this study show that the use of images in presenting lectures, setting a time limit and keeping lectures brief, summarizing lectures, and emphasizing the must-knows, nice-to-knows, and important keywords are some of the effective teaching strategies used by the professors of DLSMHSI-CM. The factors that significantly affected the delivery of online teaching were familiarity with online software and applications, internet speed, experience in conducting online activities, time allotted to prepare for an online class, and background noise.

The findings of this study will benefit the professor as it may provide relevant data on the different factors on the deliverance of lectures, the impact of the performance that might improve the efficiency of online teaching, modifications on teaching strategies of the instructors which can gain a perspective and be enlightened on their gaps leading to self-assessment and self-reflection. In addition, it can enhance the educational impact on students based on the improved performance of the medical professors. This study is also significant to the students as they are provided a better quality of online medical education conducted by the instructors.

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