{'fraction_non_alphanumeric': 0.015803336259877086, 'fraction_numerical': 0.021071115013169446, 'mean_word_length': 5.176151761517615, 'pattern_counts': {'":': 0, '<': 0, '<?xml version=': 0, '>': 0, 'https://': 0, 'lorem ipsum': 0, 'www.': 0, 'xml': 0}, 'pii_count': 0, 'substrings_counts': 0, 'word_list_counts': {'cursed_substrings.json': 1, 'profanity_word_list.json': 0, 'sexual_word_list.json': 0, 'zh_pornsignals.json': 0}}
Technology Enhanced Neuroanatomy Learning during Covid-19 Pandemic - A Questionnaire Based Study from a Teaching Hospital in Mysore, Karnataka, India

BACKGROUND The present Covid-19 situation has created an era of learning through the electronic devices, where YouTube channel is playing an important role Neuroanatomy is a complex subject requiring three-dimensional orientation of the structures Practical teaching by using the cadaveric specimens is a usual practice, but in the current situation the virtual platform is an indispensable and sustainable option for both teaching and learning activities In the present study the utility of YouTube and digital content on neuroanatomy was assessed among I MBBS students using selfadministered questionnaire during Covid-19 pandemic METHODS The questionnaire based cross sectional study of prosected neuroanatomy specimens in the department of Anatomy were utilized to create digital content modules According to the topics, PDF content was generated, and it was shared before the commencement of virtual class Later YouTube link was shared with our I MBBS students through social media platforms like WhatsApp and Facebook regularly At the end of completion of whole teaching schedule, a questionnaire was circulated to obtain the feedback on this teaching method Finally, the responses were collected and interpreted RESULTS In the present survey, 257 participants (176 females and 81 males) from 10 medical colleges responded to all 12 items of the questionnaire We observed that 36 % of them graded excellent for content, 25 % for audio quality, 21 % for video quality, 29 % for specimens used, 25 % for labelling of specimens in YouTube videos Out of 257 responses 35 % of them were graded excellent for pdf content, 30 % for pictorial representation of brain specimens, 30 % for labelling and 24 % for length For overall rating for teaching learning method 35 % of them graded 8, 17 % graded 9 and 7 % of them have graded 10 CONCLUSIONS This mode of learning can be used for the purpose of distal education as per the convenience of the students, who are presently staying away from the campus Our students have taken the benefit of teaching where the PDF and YouTube contents were appreciated by large number of students