{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,2,21]],"date-time":"2026-02-21T13:09:28Z","timestamp":1771679368668,"version":"3.50.1"},"reference-count":10,"publisher":"Scientific Scholar","content-domain":{"domain":["nmji.in"],"crossmark-restriction":true},"short-container-title":["NMJI"],"abstract":"\n Background<\/jats:title>\n Medical education was completely online during the lockdown caused by the Covid-19 pandemic. This introduced new challenges in teaching clinical skills to medical students virtually. We describe the methods used by a tertiary teaching hospital to teach clinical skills in neurology to final year medical students and present the qualitative analysis of the feedback received from the students.<\/jats:p>\n <\/jats:sec>\n \n Methods<\/jats:title>\n Clinical teaching was broadly divided into background clinical knowledge, history taking, clinical examination, and decision making leading to a diagnosis. To facilitate background clinical knowledge, the students created a virtual class notebook using OneNote. History taking skills were taught by using simulated patients, patients\u2019 relatives with consent, faculty and peers to provide mock history. Clinical examination was taught by live streaming of clinical demonstration, home examination videos created by the students, and by pictures and videos of abnormal clinical signs. Clinical decision making and diagnosis were taught by using an online quiz with case scenarios where the students had to localize the lesion. Anonymous feedback was received from the students, and the themes from these were analysed.<\/jats:p>\n <\/jats:sec>\n \n Results<\/jats:title>\n A higher percentage (36.9%, n=38) of students were confident in performing neurological examination and taking history independently compared to the students who were not confident (28.1%, n=29). The need for more clinical teaching was emphasized by the students. The students appreciated the OneNote compilation. The students also stated the difficulty in understanding without a real patient.<\/jats:p>\n <\/jats:sec>\n \n Conclusion<\/jats:title>\n Teaching clinical skills in neurology through an online platform is challenging. The online platform can be used to strengthen the students understanding and background knowledge. It can be used to teach normal examination techniques and standardize teaching. However it is not a replacement for skills learnt by hands-on teaching.<\/jats:p>\n <\/jats:sec>","DOI":"10.25259\/nmji_622_2023","type":"journal-article","created":{"date-parts":[[2026,1,20]],"date-time":"2026-01-20T10:41:43Z","timestamp":1768905703000},"page":"112-115","update-policy":"https:\/\/doi.org\/10.25259\/crossmark_policy","source":"Crossref","is-referenced-by-count":0,"title":["Online teaching of clinical skills in neurology: Experience from a teaching institution during the Covid-19 pandemic"],"prefix":"10.25259","volume":"39","author":[{"given":"AUDRIN","family":"LENIN","sequence":"first","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"SHEBA","family":"THOMAS","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"SUDHA JASMINE","family":"RAJAN","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]},{"given":"SOWMYA","family":"SATHYENDRA","sequence":"additional","affiliation":[],"role":[{"role":"author","vocabulary":"crossref"}]}],"member":"10894","published-online":{"date-parts":[[2026,1,20]]},"reference":[{"key":"10.25259\/NMJI_622_2023\/ref-1","doi-asserted-by":"publisher","DOI":"10.3389\/fpubh.2020.589669","article-title":"Addressing the Covid-19 burden on medical education and training: The role of telemedicine and tele-education during and beyond the pandemic","author":"Sharma","year":"2020","journal-title":"Front Public Health"},{"key":"10.25259\/NMJI_622_2023\/ref-2","article-title":"Alternative learning, digital literacy, e-learning, lockdown [Internet]","author":"IJARS","year":"2021"},{"key":"10.25259\/NMJI_622_2023\/ref-3","doi-asserted-by":"publisher","first-page":"566","DOI":"10.1186\/s12909-021-02983-3","article-title":"The perceived impact of the COVID-19 pandemic on medical student education and training-An international survey","volume":"21","author":"Wanigasooriya","year":"2021","journal-title":"BMC Med Educ"},{"key":"10.25259\/NMJI_622_2023\/ref-4","doi-asserted-by":"publisher","first-page":"237","DOI":"10.2147\/AMEP.S295728","article-title":"Online medical education in India-Different challenges and probable solutions in the age of COVID-19","volume":"12","author":"Nimavat","year":"2021","journal-title":"Adv Med Educ Pract"},{"key":"10.25259\/NMJI_622_2023\/ref-5","doi-asserted-by":"publisher","first-page":"64","DOI":"10.25259\/IJMS_291_2020","article-title":"COVID-19 pandemic and medical education","volume":"73","author":"Giliyaru","year":"2021","journal-title":"IJMS"},{"key":"10.25259\/NMJI_622_2023\/ref-6","doi-asserted-by":"publisher","first-page":"994","DOI":"10.4103\/ijo.IJO_1458_20","article-title":"Psychological impact of COVID-19 on ophthalmologists-in-training and practising ophthalmologists in India","volume":"68","author":"Khanna","year":"2020","journal-title":"Indian J Ophthalmolo"},{"key":"10.25259\/NMJI_622_2023\/ref-7","doi-asserted-by":"publisher","first-page":"1381","DOI":"10.1007\/s00266-020-01789-w","article-title":"The impact of COVID-19 on plastic surgery residency training","volume":"44","author":"Zingaretti","year":"2020","journal-title":"Aesth Plast Surg"},{"key":"10.25259\/NMJI_622_2023\/ref-8","doi-asserted-by":"publisher","first-page":"3915","DOI":"10.4103\/jfmpc.jfmpc_2158_21","article-title":"Indian medical student perspectives on online mode of education","volume":"11","author":"Singh","year":"2022","journal-title":"J Family Med Prim Care"},{"key":"10.25259\/NMJI_622_2023\/ref-9","article-title":"Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. 1","author":"Bloom","year":"1956","journal-title":"David McKay Company"},{"key":"10.25259\/NMJI_622_2023\/ref-10","doi-asserted-by":"publisher","first-page":"1","DOI":"10.1080\/0142159X.2023.2197135","article-title":"Online learning in health professions education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161","volume":"45","author":"MacNeill","year":"2023","journal-title":"Med Teach"}],"container-title":["The National Medical Journal of India"],"original-title":[],"language":"en","link":[{"URL":"https:\/\/nmji.in\/online-teaching-of-clinical-skills-in-neurology-experience-from-a-teaching-institution-during-the-covid-19-pandemic\/","content-type":"text\/html","content-version":"vor","intended-application":"text-mining"},{"URL":"https:\/\/nmji.in\/online-teaching-of-clinical-skills-in-neurology-experience-from-a-teaching-institution-during-the-covid-19-pandemic\/","content-type":"unspecified","content-version":"vor","intended-application":"similarity-checking"}],"deposited":{"date-parts":[[2026,2,21]],"date-time":"2026-02-21T12:39:01Z","timestamp":1771677541000},"score":1,"resource":{"primary":{"URL":"https:\/\/nmji.in\/online-teaching-of-clinical-skills-in-neurology-experience-from-a-teaching-institution-during-the-covid-19-pandemic\/"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,1,20]]},"references-count":10,"alternative-id":["10.25259\/NMJI_622_2023"],"URL":"https:\/\/doi.org\/10.25259\/nmji_622_2023","relation":{},"ISSN":["2583-150X","0970-258X"],"issn-type":[{"value":"2583-150X","type":"electronic"},{"value":"0970-258X","type":"print"}],"subject":[],"published":{"date-parts":[[2026,1,20]]},"article-number":"112"}}