Use of online mode in quality assurance: Experience from a medical faculty in Sri Lanka

Abstract

Internal Quality Assurance Cell (IQAC) of the Faculty of Medical Sciences, University of Sri Jayewardenepura (FMS-USJ) faced several challenges in the implementation of its quality assurance (QA) activities during the COVID-19 pandemic. One of the main challenges was the restriction of face-to-face meetings. Therefore, IQAC started using online platforms for possible activities. This paper showcases the experience gained by IQAC FMS-USJ using online platforms. Face-to-face attendance of the committee members (N=23) at monthly IQAC meetings over the year 2020 was compared with online meetings in 2021. Student satisfaction on teaching and learning activities and facilities provided were assessed using a Google form shared with the whole batch at the end of each phase: Phase 1- first two years, Phase II- 3 rdto 4thyear, and Phase III- final year (N=459). The questionnaire consisted of closed-ended questions on a 5-point Likert scale on different aspects of teaching and learning activities and facilities provided. The responses were analysed and the report was submitted to relevant committees to take remedial actions. Response rates and mean satisfaction scores were compared between the three phases. Peer evaluation was conducted by allocating each colleague to a peer teacher. Online evaluation forms were used and the collected feedback was reviewed at the departmental level. Summary of the peer evaluation report is to be submitted to the Department of Medical Education and then to the Curriculum Development Committee. Compared to face-to-face attendance, online attendance was consistently higher and became statistically significant in September (t=3.32, p=0.0008). In student satisfaction, a higher response rate was observed in Phase I. Completeness and clarity was 100% for all the online responses in peer evaluation. The most common teaching method evaluated was lectures. Monitoring the quality assurance (QA) activities, student satisfaction, and peer evaluation via online platforms is feasible and acceptable