Need for a Dedicated E-content Development Section in Medical Colleges

Dear Sir, Educational institutions benefit from information technology by enhancing learning processes, facilitating remote education, and providing access to information.[1] Social media and smartphones have become integral tools in medical education and healthcare, offering numerous advantages and challenges. These technologies facilitate collaborative learning, improve communication, and enhance knowledge sharing among medical students and professionals.[2] The COVID-19 pandemic has catalyzed a significant shift from traditional classroom instruction to digital learning in higher education globally.[3] E-learning is an effective complement to traditional medical education, offering flexibility, interactivity, and improved learning outcomes.[4] E-learning modules have shown promising results in medical education across various specialties. Studies have demonstrated improvements in knowledge and confidence among medical students and residents after completing e-modules.[5,6] The University Grants Commission has provided guidelines for developing e-modules, known as the four-quarters approach: Quadrant 1: e-Tutorial (video) Quadrant 2: e-content (approximately 3500 words in formats such as portable document format (PDF), text, e-books, illustrations, and documents, with web resources such as links, Wikipedia, and open content) Quadrant 3: Assessment (problems/solutions, multiple choice questions (MCQs), short answer types, quizzes, assignments, etc.) Quadrant 4: Discussion.[7] E-learning has several advantages in today’s digital world. It enhances convenience and adaptability to various learning styles by enabling students to access instructional resources at any time and from any location. Because students can advance at their own speed, it promotes independence and self-regulation, boosting motivation and self-efficacy. E-modules, a crucial part of e-learning, incorporate interactive content, audio, and video resources, enhancing student engagement. E-learning can also reduce the need for direct educator interaction, empowering students to take charge of their education and monitor their own progress.[8] With the shift toward competency-based medical education, medical colleges are adopting learning management systems. While faculty members are eager to utilize e-modules, they encounter challenges such as insufficient technical skills, poor time management, inadequate infrastructure (e.g., internet access, high-resolution cameras, microphones), editing knowledge, and understanding how to use artificial intelligence. To overcome these challenges, medical colleges must establish dedicated E-Content Development sections such as skills labs and Medical Education Units (MEUs) with all equipment, high-speed internet, and noise-free recording sections. The National Medical Commission could consider establishing E-content Development divisions in medical colleges. Ideally, these sections would be integrated under the control of the MEU, and faculty should receive training in e-content development to build the necessary skills. Appoint a technical expert to support the faculty member. The Basic Course Medical Education workshop for faculty should include E-content development training. The National Medical Commission will release guidelines or Standard Operating Procedures for E-content development in medical education. CONCLUSION The rapid shift toward e-learning in medical education has highlighted the need for dedicated support systems for faculty. Establishing E-content Development Divisions in medical colleges will help overcome technical and resource-based challenges, allowing faculty to develop effective e-modules that enhance student learning. This will contribute significantly to the advancement of competency-based medical education and the overall quality of learning. Financial support and sponsorship Nil. Conflicts of interest There are no conflicts of interest.