Exploring faculty and student perceptions of online surgical teaching during the COVID-19 pandemic: A qualitative study

Abstract

Background: The coronavirus disease 2019 (COVID-19) pandemic necessitated a rapid transition from contact-based to online surgical teaching for final-year undergraduate medical students. While online teaching offers benefits such as flexibility and accessibility, it raises concerns about the loss of clinical exposure, which is integral to surgical training. This study explored faculty (teaching staff) and student perceptions of an online surgical teaching and learning module implemented during the pandemic, examining perceived effectiveness and identifying challenges and areas for improvement.
Methods: A qualitative descriptive study was conducted using purposive sampling. Nine virtual synchronous focus group discussions were conducted via Zoom, one with teaching staff and eight with students. Focus group discussions were audio-recorded and transcribed verbatim, and the data were later analysed using thematic content analysis.
Results: Five themes were derived from the data: (1) perceptions of online teaching and learning effectiveness; (2) a lack of clinical exposure and preparedness for internship; (3) module structure and self-organisation; (4) information technology-related challenges; and (5) the way forward post-COVID-19. Both groups valued the module’s organisation, resource accessibility, content standardisation and alignment of outcomes, teaching and assessment. Negative aspects included limited clinical and procedural exposure and challenges with student engagement in live Zoom sessions.
Conclusion: Online learning proved a feasible alternative during the COVID-19 pandemic, with numerous benefits; however, both faculty and students agreed that blended modes of instruction should be explored going forward.
Contribution: This study contributes to the development of practices for integrating online teaching methods into General Surgery education.