Medical education in Bangladesh from Student and Teacher's Perspective: Impact and challenges of the COVID-19 pandemic

M Wakilur Rahman; Md Mahfuzul Hasan; Md Salauddin Palash; Md Asaduzzaman

doi:10.12688/mep.19761.2

Medical education in Bangladesh from Student and Teacher's Perspective: Impact and challenges of the COVID-19 pandemic

MedEdPublish (2016). 2024 Feb 5:13:209. doi: 10.12688/mep.19761.2. eCollection 2023.

Authors

M Wakilur Rahman¹, Md Mahfuzul Hasan², Md Salauddin Palash³, Md Asaduzzaman⁴

Affiliations

¹ Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh.
² Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh.
³ Professor, Department of Agribusiness and Marketing, Bangladesh Agricultural University, Mymensingh, Dhaka Division, 2202, Bangladesh.
⁴ Assistant Professor, Department of Rural Sociology, Bangladesh Agricultural University, Mymensingh, Dhaka Division, Bangladesh.

Abstract

Background: In low- and middle-income countries like Bangladesh, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies, abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. This was worsened during the COVID-19 pandemic and these challenges have resulted in a change in medical education methodology. This study assesses the medical education procedure, impacts and adaptation strategies and challenges of the COVID-19 pandemic in the medical education system of Bangladesh from learners' as well as educators' perspectives.

Methods: The study collected data from 22 Medical Colleges/Universities across 18 districts of eight divisions using quantitative and qualitative methods. A total of 408 samples were collected consisting of 316 from students and 92 from medical teachers. Descriptive analysis and probit model were performed for obtaining results.

Results: The efficacy of online learning was questionable, but results showed that it was more effective for theory classes (92.4%) followed by clinical classes (75.63%) and the efficacy rate was low for practical classes (54.11%). All types of classes (theory, practical and clinical) are currently using mixed methods to some extent in medical education in Bangladesh. Regarding impacts and adaptation strategy, approximately 75.3% of the students surveyed expressed their acceptance of online education. Over 80% of the participants acknowledged the advantages of online learning, highlighting the freedom to learn from home, cost and time savings, and avoiding physical closeness with other students as major benefits.

Conclusions: To address future challenges like the COVID-19 pandemic in medical education in Bangladesh, a comprehensive policy approach such as strengthening technological infrastructure, promoting blended learning approaches, enhancing faculty training and support, integrating telemedicine into the curriculum, and continuously evaluating and improving policies and interventions can enhance the resilience of its medical education system, and prepare for future challenges.

Keywords: Blended System; Covid-19; Online education; SWOT-analysis.

Associated data

figshare/10.6084/m9.figshare.24114390

Grants and funding

The author(s) declared that no grants were involved in supporting this work.