Using Online Videos and Live Virtual Chats to Deliver Medical Curriculum in a Private University Setting during COVID 19 Movement Control Order

Coronavirus disease 2019 (COVID-19), a severe acute respiratory syndrome (SARS-CoV 2)
originatedin the Huanan Seafood market in Wuhan, China. The Movement Control Order was
announced in Malaysia from 18th March 2020 to 9th June 2020, with the hope of flattening the curve of
incidence of the COVID 19 pandemic. Along with other businesses, educational institutions too were
on lockdown, with 100% of content being taught online. While in the past, it was universally felt that
Online lecture videos uploaded on online platforms may be ineffective or cause distractions or hinder
students' educational time and self directed learning, we prove otherwise. Our research was
conducted in order to examine these assertions and investigate the effect of teaching using voice
recorded show videos on medical subjects on students’ learning outcomes and motivation to learn.
This study used quantitative methodology, and two questionnaires, both pre and post were
administered. Students' overall achievement in medicine was examined by their subsequent grades.
The research population (N=140) was divided into experimental (N=96) and control (N=44) groups
from a population of University students involved in tertiary education. Findings indicated that the use
of online lectures on learning management System platform enhanced students thinking skills, in
terms of: subject understanding, knowledge implementation, and reasoning ability. Our study also
indicated that students who studied pathology with the use of online videos, supplemented with Zoom
interactive sessions, developed higher motivation to learn medicine, in terms of: self-efficacy, interest
and enjoyment, and importance to the student's future, compared to students who studied medicine in
a traditional way. The videos had both visual-pictorial and auditory-verbal capabilities. This and the
fact that students were engaged in active learning can explain the positive and high correlation
between thinking skills and motivation to learn science among the experimental students.