The World Health Organization (WHO) predicts a global shortfall of 18 million health workers by 2030, particularly in low- and middle-income countries like India. The country faces challenges such as inadequate numbers of health professionals, poor quality of personnel, and outdated teaching styles. Digital education may address some of these issues, but there is limited research on what approaches work best in the Indian context. This paper conducts a scoping review of published empirical research related to digital health professions education in India to understand strengths, weaknesses, gaps, and future research opportunities.We searched four databases using a three-element search string with terms related to digital education, health professions, and India. Data was extracted from 36 included studies that reported on empirical research into digital educational innovations in the formal health professions education system of India. Data were analysed thematically.Most study rationales related to challenges facing the Indian health care system, rather than a wish to better understand phenomena related to teaching and learning. Similarly, most studies can be described as general evaluations of digital educational innovations, rather than educational research per se. They mostly explored questions related to student perception and intervention effectiveness, typically in the form of quantitative analysis of survey data or pre- and post-test results.The analysis revealed valuable insights into India-specific needs and challenges. The Indian health professions education system's size and unique challenges present opportunities for more nuanced, context-specific investigations and contributions to the wider digital education field. This, however, would require a broadening of methodological approaches, in particular rigorous qualitative designs, and a focus on addressing research-worthy educational phenomena. 

Digital education for health professionals in India: a scoping review of the research

Abstract Background Online education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students. Methods Survey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman’s rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students’ NQROC learning engagement. Results The study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model ( Z =-4.249, P &lt; 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores ( Z =-3.223, P = 0.001) and scores in both MCQs ( Z =-6.263, P &lt; 0.001) and CSQs ( Z =-6.877, P &lt; 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores ( Z =-3.001, P = 0.003) and MCQs scores ( Z =-5.706, P &lt; 0.001) but lower scores in CSQs ( Z =-2.775, P = 0.006). Furthermore, students’ NQROC learning engagement was greater in the online teaching model. Conclusions The results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students’ lower-order cognitive skills. 

Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study

Additional file 1 of Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study

A patient with multiple myeloma usually presents with pathologic fractures, renal failure, anemia, and recurrent bacterial infections. Instead, this patient presented with acute ischemic stroke, dyspnea, and abdominal pain. The following case could be of immense clinical significance due to the unorthodox presenting features of the patient. A 55-year-old Indian male, a known hypertensive with a history of COVID-19, presented with features of acute ischemic stroke, breathlessness, and moderate abdominal pain. After treating the stroke, USG abdomen and pelvis were done which showed aortic, splenic, and right renal arterial thrombosis. Following suspicious laboratory results, a bone marrow biopsy was performed which revealed 12–15% plasmacytosis. Serum electrophoresis showed a band of M-protein suggestive of multiple myeloma. Multiple myeloma is rare and the aforementioned symptoms are even rarer which could pose a diagnostic challenge to clinicians. Clinicians should consider the possibility of multiple myeloma in similar cases in the future.

An unorthodox presentation of multiple myeloma in the form of acute ischemic stroke, dyspnoea, thromboses in multiple arteries and abdominal pain: A case report

Introduction: The teaching of human anatomy, a medical subject that relies heavily on live teaching, teacher-student interactivity, and visuospatial skills, has suffered tremendously since the COVID-19 pandemic mandated the shutting down of medical institutions. The medical education fraternity was compelled to replace the traditional teaching method of hands-on cadaveric dissections (HOCDs) with online education to overcome this new challenge, but it came at the cost of reduced student engagement and lesser spatial orientation. Method: In this cross-sectional, questionnaire-based study, we designed a novel online dissection course on lower limb anatomy and collected student feedback on the same from consenting Phase I Bachelor of Medicine, Bachelor of Surgery (MBBS) students of Symbiosis Medical College for Women, Pune, India. The course design consisted of three different modes: a live Zoom session using a handheld camera phone, a pre-recorded video dissection uploaded on the institute learning management system, and a Powerpoint presentation with high-resolution photographs of each dissected layer; and the feedback intended to find out what works best for the students. Overall feedback regarding their preferences in terms of presentation design, use of background music in pre-recorded videos, and overall learning experience was also collected. The course consisted of six two-hour teaching sessions. The first three sessions each used a different mode of teaching, repeating the same pattern in the next three sessions. The first mode of teaching implemented was a live Zoom session where instructors used a hand-held cell phone camera to show specimens that had been dissected a day prior. The second mode involved a pre-recorded video showing step-by-step dissection performed by the instructor which was then uploaded on the Institute Learning Management System. Of the two pre-recorded videos, background music consisting of a low-volume instrumental track was added to the second video. The third mode utilized Powerpoint presentations containing high-resolution photographs of each dissected layer on a separate slide along with labeling. The presentations were shown to the students over a Zoom call. A Google Form (GF) questionnaire was created after validation by subject experts to gather the students’ feedback on the teaching and learning of anatomy via these sessions. The GF responses were collected and analyzed using Microsoft Excel. Results: 41.7% of students recommended the use of a combination of all three modes in the same session, while 36.7% favored pre-recorded videos. 86.7% of students said that a good quality presentation design helps in keeping them engaged and only 23% of students favored the use of background music for increasing their ability to concentrate. 63.3% of students found the learning experience highly satisfactory. Conclusion: Although virtual dissection teaching methods may not be able to completely replace HOCDs, a well-planned online dissection course incorporating multiple modes of online dissections with an emphasis on good quality presentation design and frequent teacher-student interactivity can provide a strong impetus for learning in the absence of live teaching methods.

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A Novel Online Dissection Course on Lower Limb Anatomy During the COVID-19 Pandemic

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An unorthodox presentation of multiple myeloma in the form of acute ischemic stroke, dyspnoea, thromboses in multiple arteries and abdominal pain: A case report

A Novel Online Dissection Course on Lower Limb Anatomy During the COVID-19 Pandemic