Assessment of Barriers and Motivators in E-teaching among Medical Faculty of Punjab during COVID-19 Lockdown


  • Government Medical College, Amritsar, Department of Community Medicine, Punjab, 143001, India
  • Government Medical College, Amritsar, Department of Pathology, Punjab, 143001, India
  • Government Medical College, Amritsar, Department of Microbiology, Amritsar, Punjab, 143001, India


Background: The nationwide lockdown due to the spread of Corona virus Disease (COVID-19) has led to the disruption of several activities of everyday life including education. This had to shift towards e-learning and teaching to continue the uninterrupted flow of knowledge. Though e-teaching proves to be an effective teaching modality in current times, it’s not without its limitations and challenges. It is necessary to find out the problems faced by the teachers involved in e-teaching and the motivating factors so that improvements can be made in the current teaching modality to render it more effective and productive and solve the need of the hour. Methods: This descriptive cross-sectional study was conducted among the teaching faculty of the medical institutions of Punjab. The data collection tool was a semi-structured self-made questionnaire prepared using ‘Google Forms’, which was then shared in the WhatsApp groups. Received responses were imported to the Microsoft Excel sheet and statistical analysis was done. Results: 97.1% of teachers were facing some kind of problem in e-teaching, most common of which were lack of personal interaction with the teachers (91.9%), poor response from students (54.5%), frequent technological failures/limited access to the internet (54.5%), Lack of training regarding the use of digital platforms/unprepared for e-teaching (25.4%), etc. Major motivating factors were the ability to share a variety of updated content with students (58.4%), increased flexibility of location (53.6%), being able to keep in touch with students and the subject even during the lockdown (48.8%), development of digital expertise (41.6%), the flexibility of time (29.7%), etc. Discussion: Online teaching cannot be a substitute to routine classroom teaching, however, it can be used as a supplement along with the routine teaching to share more content with the students, to give assignments, to receive feedback, etc. as suggested by most of the participants in this study


COVID-19, Medical Education, Medical Faculty, Online Learning, Teaching Hospital

Subject Discipline


Full Text:


Teaching during Covid-19 lockdown: Coping up with online classes and excelling. India Today [Internet]. 2020 May 6 [cited 2020 Jun 12]; Available from:

Servage L. Strategizing for workplace eâ€learning: some critical considerations. Journal of Workplace Learning [Internet]. 2005 Jul [cited 2020 Jun 12];17(5/6):304–17. Available from:

Awasthi P. Online classes turning out to be nightmare for teachers amid COVID-19 lockdown. The Week [Internet]. 2020 May 23 [cited 2020 Jun 12]; Available from:

Al-Azawei A, Parslow P, Lundqvist K. Barriers and Opportunities of E-Learning Implementation in Iraq: A Case of Public Universities. The International Review of Research in Open and Distributed Learning [Internet]. 2016 Sep 26 [cited 2020 May 30];17(5). Available from:

Kwofie B. Barriers to online learning adoption in higher education [Internet]. University World News. 2020 [cited 2020 May 30]. Available from:

Niebuhr V, Niebuhr B, Trumble J, Urbani MJ. Online Faculty Development for Creating E-learning Materials. Education for Health [Internet]. 2014 Sep 1 [cited 2020 Jun 13];27(3):255. Available from:;year=2014;volume=27;issue=3;spage=255;epage=261;aulast=Niebuhr;type=0

Wilson FC. Teaching by residents. Clin Orthop Relat Res. 2007 Jan;454:247–50.

Bediang G, Stoll B, Geissbuhler A, Klohn AM, Stuckelberger A, Nko’o S, et al. Computer literacy and E-learning perception in Cameroon: the case of Yaounde Faculty of Medicine and Biomedical Sciences. BMC Med Educ. 2013 Apr 19;13:57.

Attardi SM, Rogers KA. Design and implementation of an online systemic human anatomy course with laboratory. Anat Sci Educ. 2015 Feb;8(1):53–62.

Lakbala P. Barriers in Implementing E-Learning in Hormozgan University of Medical Sciences. Glob J Health Sci [Internet]. 2016 Jul [cited 2020 Jun 13];8(7):83–92. Available from:

Bury R, Martin L, Roberts S. Achieving change through mutual development: supported online learning and the evolving roles of health and information professionals. Health Info Libr J. 2006 Dec;23 Suppl 1:22–31.

Skye EP, Wimsatt LA, Master-Hunter TA, Locke AB. Developing online learning modules in a family medicine residency. Fam Med. 2011 Mar;43(3):185–92.

NHMRC additional levels of evidence and grades for recommendations for developers of guidelines [Internet]. National Health and Medical Research Council (NHMRC):Canberra; [cited 2020 Jun 13]. Available from:

Dery S, Vroom F da-Costa, Godi A, Afagbedzi S, Dwomoh D. Knowledge and use of information and communication technology by health sciences students of the University of Ghana. Ghana Med J [Internet]. 2016 Sep [cited 2020 Jul 21];50(3):180–8. Available from:

Maguire LL. Literature review–faculty participation in online distance education: Barriers and motivators. Online journal of distance learning administration. 2005;8(1):1–16.

Janse van Rensburg ES. Effective online teaching and learning practices for undergraduate health sciences students: An integrative review. International Journal of Africa Nursing Sciences [Internet]. 2018 Jan 1 [cited 2020 May 30];9:73–80. Available from:

Kowalczyk NK. Perceived Barriers to Online Education by Radiologic Science Educators. Radiol Technol [Internet]. 2014 May 1 [cited 2020 May 30];85(5):486–93. Available from:

Gupta S. 9 Benefits Of eLearning For Students [Internet]. eLearning Industry. 2017 [cited 2020 Jul 3]. Available from:

Stoeva Z. What Are the Benefits of E-Learning for Teachers [Internet]. VEDAMO. 2018 [cited 2020 Jul 3]. Available from:

Ortega J, Cometto MC, Zárate Grajales RA, Malvárez S, Cassiani S, Falconi C, et al. Distance learning and patient safety: Report and evaluation of an online patient safety course. Revista Panamericana de Salud Pública. 2020 May 20;44:1.

Regmi K, Jones L. A systematic review of the factors – enablers and barriers – affecting e-learning in health sciences education. BMC Medical Education [Internet]. 2020 Mar 30 [cited 2020 May 30];20(1):91. Available from:

Rockwell SK, Schauer J, Fritz S, Marx DB. Incentives and obstacles influencing higher education faculty and administrators to teach via distance. Faculty Publications: Agricultural Leadership, Education & Communication Department. 1999;53.

Barber JRG, Park SE, Jensen K, Marshall H, McDonald P, McKinley RK, et al. Facilitators and barriers to teaching undergraduate medical students in general practice. Medical Education [Internet]. 2019 [cited 2020 May 30];53(8):778–87. Available from:

Button D, Harrington A, Belan I. E-learning & information communication technology (ICT) in nursing education: A review of the literature. Nurse Education Today [Internet]. 2014 Oct 1 [cited 2020 May 3];34(10):1311–23. Available from:


  • There are currently no refbacks.