The impact of the COVID-19 pandemic on the education of medical, dental and non-medical healthcare professionals in Bangladesh : findings and connotation

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Lutfor, Afzalunnessa Binte and Jahan, Fauzia and Siddiqui, Tosaddeque Hossain and Chowdhury, Kona and Ahmad, Rahnuma and Nusrat, Nadia and Akter, Farhana and Adnan, Nihad and Islam, Salequl and Kumar, Santosh and Sharma, Paras and Lugova, Halyna and Etando, Ayukafangha and Sultana, Irin and Sarkar, Sajuti and Begum, Firoza and Chowdhury, Chand Sultana and Mou, Taslin Jahan and Nahar, Shamsun and Zaman, Taslima and Sharmin, Sabrina and Mashrur, Abu Rushd Muhammad and Kabir, Rumana and Biswas, Nirmal Kanti and Halder, Kakali and Basu, Kamalesh Chandra and Ferdousy, Sybilla and Hassan, Mahmuda and ARM, Lutful Kabir and Begum, Mahamuda and Khan, Naurin and Andalib, Sofia and Munwar, Shaila and Alim, Rumana and Khan, Samia Afreen and Noor, Neelima Sharmin and Rahaman, Md. Arifur and Kabir, Fuad Reajwan and Yesmin, Farida and Bashar, Mohammad Abul and Islam, Mohammad Ataul and Taher, Tania and Ahmed, Tarafder Shahniam and Khan, Jahangir Alam and Ahammed, Ferdaus and Chowdhury, Shajia and Akhtar, Gulshan and Sinha, Susmita and Godman, Brian and Haque, Mainul (2023) The impact of the COVID-19 pandemic on the education of medical, dental and non-medical healthcare professionals in Bangladesh : findings and connotation. Advances in Human Biology, 13 (Suppl ). S85-S95. ISSN 2321-8568 (https://doi.org/10.4103/aihb.aihb_53_23)

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Abstract

Introduction: 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 students. These included the closure of universities necessitating a rapid move to e-learning and a new practical approach to conducting teaching-learning classes. However, initially, there was a lack of knowledge and expertise regarding e-learning approaches and the affordability of internet bundles and equipment. Materials and Methods: We conducted 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 tops. Results: The top challenges at the start of the pandemic included a lack of familiarity with the e-learning approaches, the cost of the internet, a lack of IT equipment and the quality of the classes. To address identified challenges, universities offered support to staff and students. Since then, e-learning approaches have widened the possibilities for teaching and learning at convenient times. However, challenges remain. Conclusions: There were considerable challenges at the start of the pandemic. Several key issues have been addressed with hybrid learning here to stay. The remaining challenges include a lack of ICT equipment. However, new innovations will continue.

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