RESUMEN

Background: COVID-19 pandemic had disrupted postgraduate (PG) medical education in India. This study aimed to assess PG teaching, learning, evaluation (TLE), and innovative TLE methods used during the pandemic. Methods: We conducted a cross-sectional survey using Google Forms to seek anonymous responses from psychiatry teachers across India. Information about PG TLE, postings in COVID-19 care units, methods of teaching adopted in different settings, difficulties faced, and methods of evaluation used were sought in responses. Descriptive statistics methods were used for analysis. Results: The pandemic led to compromised TLE opportunities for the students. Posting of students and teachers in COVID-19 wards for an average of 15 months, students and teachers getting COVID-19, conversion of psychiatry wards to COVID-19 wards, and reduced number of outpatients and inpatients impaired the teaching-learning opportunities. For examination, the evaluation was done with limited standards, like using dummy patients or case vignettes. A few innovative TLE methods were also used during the pandemic. Conclusions: COVID-19 pandemic had led to sub-optimal PG TLE. Teachers suggested many alternative and flexible TLE methods and platforms.