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Table of Contents
EDITORIAL
Year : 2021  |  Volume : 9  |  Issue : 2  |  Page : 67-68

DMIMS initiatives during the COVID-19 pandemic for higher education


Department of Rachana Sharir, Mahatma Gandhi Ayurved College, Hospital and Research Centre, Datta Meghe Institute of Medical Sciences (Deemed to be University), Wardha, Maharashtra, India

Date of Submission29-May-2021
Date of Decision30-May-2021
Date of Acceptance31-May-2021
Date of Web Publication28-Jun-2021

Correspondence Address:
Gaurav Sawarkar
Mahatma Gandhi Ayurved College, Hospital and Research Centre, Datta Meghe Institute of Medical Sciences (Deemed to be University), Wardha, Maharashtra.
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jism.jism_46_21

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How to cite this article:
Sawarkar G. DMIMS initiatives during the COVID-19 pandemic for higher education. J Indian Sys Medicine 2021;9:67-8

How to cite this URL:
Sawarkar G. DMIMS initiatives during the COVID-19 pandemic for higher education. J Indian Sys Medicine [serial online] 2021 [cited 2021 Oct 16];9:67-8. Available from: https://www.joinsysmed.com/text.asp?2021/9/2/67/319467



The coronavirus disease 2019 (COVID-19) pandemic has disrupted the global scenario, leading to a massive impact on economic and social measures. Governments have imposed various rules and regulations like social distancing, lockdowns, and minimal personal contacts to control the situation. The pandemic has badly affected educational activities; the entire education system, right from elementary to higher education activity, has grossly shifted on the online platform. As per the report of United Nations Educational, Scientific and Cultural Organization (UNESCO) in April 2020, in around 185 countries, higher education institutions were closed completely.[1] Various challenges are being faced by the universities across the world such as shifting from face-to-face to online classes, assessment, and evaluation, international students’ education, travel restrictions, the mental health of the students, support services from the universities for the students.[2] To tackle mentioned challenges, the Datta Meghe Institute of Medical Sciences (Deemed to be University), Wardha, Maharashtra, India, took various initiatives during this COVID-19 pandemic to offer quality education to the learners by minimizing education loss.

The primary focus of DMIMS was to build up the capacity of students and teachers for handling technology for teaching and learning activities. Thus various training and orientation sessions were conducted to orient students and teachers with newer technologies. Medical education units and the Internal Quality Assessment Cell collectively designed effective curriculum delivery by using various technologies and simulations, monitoring learners’ academic progress, and emphasizing the generation of E-learning resources.

The university improvised medical education by taking initiatives in capacity building of both students and teachers, online teaching and learning activities, mentoring of students, assessment, evaluation, and monitoring the whole teaching–learning process.

The teaching–learning activities and assessment system comprises all the domains, and the details are as follows [Table 1]:
Table 1: Domain wise teaching–learning activities and assessment methods

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Every institutional monitoring committee monitors the whole teaching–learning and assessment process by doing the cross-discipline audit, periodic review, and evaluation through students’ feedback, student interaction, academic appraisal program, and continuous assessment system.

The university has developed various standard operating procedures for E-tutorial, E-practical, E-clinics, standardized patient-based skill teaching, E-preceptorship program, student’s attendance record, and monitoring of proctored theory and practical examinations. In an interim period, it has also generated specific guidelines for the preparation of skill videos, simulation lab, and Objective Structured Clinical Examination (OSCE)/Objective Structured Practical Examination (OSPE) videos. The formats of clinical case scenario for E-clinics, clinical case scenario for the standardized patient, and guidelines for continuous assessments like assignments and Multiple Choice Question (MCQ) and objective structured viva voce.

Various initiatives undertaken by Datta Meghe Institute of Medical Sciences (DMIMS) in the COVID-19 pandemic have been implemented in pan-university in Faculty of Medicine, Ayurveda, Dentistry, Physiotherapy, Pharmacy, and Nursing. The core team is formulated under the Internal Quality Assurance Cell to implement and monitor educational activities around the clock effectively.

The university accepts the situation and, as the art of turning a problem into an opportunity, generates a variety of intellectual property rights on the standard operating procedure for assignments, E-practical, E-attendance, discussion as a part of E-academic teaching–learning process, competency-based assessment framework for theory examination, four-step escalating outcome-based education model for health sciences education, research and publication model for undergraduate competency-based medical education, nine-step working model of simulated case-based clinical skill training and assessment, and many more.

For the excellent work in higher education, the Datta Meghe Institute of Medical Sciences (Deemed to be University) is the only health university nominated for the most prestigious award, FICCI Higher Education Faculty Excellence Award-2020, among six finalists out of 270 applicants and also to get a certification of Quacquarelli Symonds (QS) I-Gauge E-Lead ranking.

The outbreak of COVID-19 and subsequent lockdowns have amplified and accelerated the demand for online teaching and learning. The universities and colleges have been forced to adopt it as the solution to continue teaching and learning activities.[3] There are some challenges in E-learning platforms as compared with offline teaching, such as monitoring of instructional activities, creation of educational content, keeping a record of student attendance, keeping long-term interest of the student, and quality assurance of teaching and learning due to internet connectivity issue; students are also facing psychological and mental health problems that have been intensified by the pandemic.[4]

Financial support and sponsorship

Nil.

Conflicts of interest

The author is one of the editorial board members of the journal.



 
  References Top

1.
García-Morales VJ, Garrido-Moreno A, Martín-Rojas R. The transformation of higher education after the COVID disruption: Emerging challenges in an online learning scenario. Front Psychol 2021;12:616059.  Back to cited text no. 1
    
2.
Sahu P. Closure of universities due to coronavirus disease 2019 (COVID-19): Impact on education and mental health of students and academic staff. Cureus 2020;12:e7541.  Back to cited text no. 2
    
3.
Devkota KR. Inequalities reinforced through online and distance education in the age of COVID-19: The case of higher education in Nepal. Int Rev Educ Int Z Erzieh Rev Int Pedagog2021:1-21.  Back to cited text no. 3
    
4.
Ihm L, Zhang H, van Vijfeijken A, Waugh MG. Impacts of the COVID-19 pandemic on the health of university students. Int J Health Plann Manage 2021;36:618-27.  Back to cited text no. 4
    



 
 
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