Evaluation of Online teaching by Undergraduate medical students of Rawalpindi Medical University amidst COVID-19 pandemic

  • Rizwana Shahid Rawalpindi Medical University
  • Shazia Zeb Rawalpindi Medical University
  • Sumaira Yasmeen Rawalpindi Medical University
  • Muhammad Umar Rawalpindi Medical University
  • Rai Asghar Rawalpindi Medical University
  • Maryim Batul Rawalpindi Medical University
Keywords: Teacher evaluation, Google forms, e-learning, medical students


Objective: To determine the viewpoints of undergraduate medical students pertinent to online education carried out by their teachers amid COVID-19 pandemic

Subjects & Methods: A cross-sectional descriptive study was carried out during August 2020 in order to evaluate the teachers with respect to their online teaching. Google forms were electronically administered to all 1st – final year medical students to gather their perspectives relevant to their respective teachers. About 266 medical students participated in this research through convenience sampling. Mean ± SD for each item was computed. The data was analyzed by means of SPSS version 25.0.

Results: Of the total 266 medical students, highest proportion (53.75%) was constituted by final year MBBS students. Maximum response was received pertinent to teachers of Pathology followed by those of Surgery & Allied, Medicine & Allied and Gynaecology & Obstetrics. Students were 100% satisfied with online teaching attributes of Surgery & Allied Teachers while %   and  % were pleased with those of Medicine & Allied and Gynaecology & Obstetrics respectively. Well preparedness of the teachers for their online class got highest score (4.49 ± 1.05) while least score (4.07 ± 1.44) was computed regarding flexibility of the teachers in accommodating individual student needs. Students recommended making the e-learning sessions more interactive.

Conclusion: Medical students were sufficiently contented with online teaching of their respective teachers. However, there is need to train the teachers for more interactivity during e-learning sessions.

Author Biographies

Shazia Zeb, Rawalpindi Medical University

Deputy Director DME

Sumaira Yasmeen, Rawalpindi Medical University

Demonstrator DME

Muhammad Umar, Rawalpindi Medical University

Vice Chancellor 

Rai Asghar, Rawalpindi Medical University

Director DME

Maryim Batul, Rawalpindi Medical University

Demonstrator DME


1. Archived: WHO Timeline – COVID-19. 27 April 2020. Available at: https://www.who.int/news-room/detail/27-04-2020-who-timeline---covid-19.
2. Higher Education Responses to Coronavirus (COVID-19). 27th July 2020. Available at: https://www.ncsl.org/research/education/higher-education-responses-to-coronavirus-covid-19.aspx.
3. Soni VD, Global impact of E-learning during COVID-19. SSRN 2020; https://ssrn.com/abstract=3630073.
4. McFarlane AE. Devices and Desires: Competing Visions of a good education in the digital age. British Journal of Educational Technology 2019; 50(3): 1125–1136. doi: 10.1111/bjet.12764.
5. Huber SG, Helm C. COVID-19 and schooling: Evaluation, Assessment and Accountability in times of crises- reacting quickly to explore key issues for policy, practice and research with school barometer. Educational Assessment, Evaluation and Accountability 2020: 1-34. doi:10.1007/s11092-020-09322-y.
6. Eickelmann B, Gerick J. Learning with digital media: Objectives in times of Corona and under special consideration of social inequities. Die Deutsche 2020; 16: 153–162. doi:10.31244/9783830992318.09.
7. Sandhu P, de Wolf M. The impact of COVID-19 on the undergraduate medical curriculum. Med Educ Online.2020;25(1):1764740.
8. Hammond D, Louca C, Leeves L, et al. Undergraduate medical education and Covid-19: engaged but abstract. Med Educ Online. 2020;25(1):1781379.
9. Konig J, Jager-Biela DJ, Glutsch N. Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education 2020. DOI:10.1080/02619768.2020.1809650.
10. Khan AA, Niazi S, Saif SK. Universities unprepared for switch to remote learning. 26th March 2020. Available at: https://www.universityworldnews.com/post.php?story=20200326141547229.
11. Higher Education Commission, Pakistan. VCs commit to make E-learning successful to mitigate educational loss. Available at: https://www.hec.gov.pk/english/news/news/Pages/VCs-Commit-E-Learning.aspx.
12. HEC COVID-19 Policy Guidance No. 5 (Online Readiness). Available at: https://www.hec.gov.pk/english/HECAnnouncements/Documents/nCoVirus/Covid-19-Policy-Guidance-No.5-Online%20Readiness.pdf.
13. Heffernan A, Wilkinson J. Educational leadership and policy on rapidly shifting ground. Journal of Educational administration and history 2020; 52:2, 163-164. https://doi.org/10.1080/00220620.2020.1761305.
14. Hickland MM, Gosney ER, Hare KL. Medical student views on returning to clinical placement after months of online learning as a result of the COVID-19 pandemic. Medical Education Online 2020; 25: 1-2. https://doi.org/10.1080/10872981.2020.1800981.
15. Dhawan S. Online learning: A panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems 2020; 49(1); 5-22. https://doi.org/10.1177/0047239520934018.
16. Singh V, Thurman A. How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education 2020; 33(4): 289-306.
17. Di Pietro G. The academic impact of natural disasters: Evidence from L’Aquila earthquake. Education Economics 2017; 26(1), 62–77. https://doi.org/10.1080/ 09645292.2017.1394984.
18. Kim KJ, Bonk CJ. The future of online teaching and learning in higher education: The survey says. Educause Quarterly 2006; 4: 22-30.
19. Cojocariu VM, Lazar I, Nedeff V, Lazar G. SWOT analysis of e-learning educational services from the perspective of their beneficiaries. Procedia-Social and Behavioral Sciences 2014; 116: 1999-2003.
20. Ozuorcun NC, Tabak F. Is M-learning versus E-learning or are they supporting each other? Procedia - Social and Behavioral Sciences 2012; 46: 299-305.
21. Canadian Council on Learning. State of E-learning in Canada. Ottawa, Ontario. 2009. Retrieved from http://www.ccl-cca.ca/pdfs/E-learning/E-Learning_Report_FINAL-E.PDF.
22. The best 25 features of Microsoft Teams in 2020. Available at: https://www.stanfieldit.com/microsoft-teams/.
23. Basilaia G, Dgebuadze M, Kantaria M, Chokhonelidze G. Replacing the classic learning form at universities as an immediate response to the COVID-19 virus infection in Georgia. International Journal for Research in Applied Science & Engineering Technology 2020; 8 (3): 101-108. DOI: 10.22214/ijraset.2020.3021.
24. Naresh B, Rajalakshmi M. E-learning in India: A SWOT analysis. International Journal of Engineering Technology, Management and Applied Sciences 2017; 5(10): 30-34.
How to Cite
Shahid R, Zeb S, Yasmeen S, Umar M, Asghar R, Batul M. Evaluation of Online teaching by Undergraduate medical students of Rawalpindi Medical University amidst COVID-19 pandemic. JRMC [Internet]. 30Jun.2021 [cited 24Sep.2022];25(2):175-80. Available from: http://www.journalrmc.com/index.php/JRMC/article/view/1480

Most read articles by the same author(s)