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Thepwongsa I, Muthukumar R, Sripa P, Waraassawapati S, Jenwitheesuk K, Virasiri S, Nonjui P. The perspectives of learners at a public medical school on the evaluation of an online learning management system for degree and non-degree courses. MEDICAL EDUCATION ONLINE 2024; 29:2299535. [PMID: 38159283 PMCID: PMC10763867 DOI: 10.1080/10872981.2023.2299535] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2023] [Accepted: 12/21/2023] [Indexed: 01/03/2024]
Abstract
BACKGROUND There has been a rapid development and adoption of online learning in medical education. However, it is difficult to adopt the currently available online learning management systems (LMS). This study aimed to examine learners' perspectives on the evaluation of online LMS. METHODS An online LMS was developed based on the evidence-based guidelines. Two cross-sectional studies were conducted. A short survey was conducted with 716 learners registered on the LMS to obtain their perspectives on the online participation. A satisfaction survey was conducted with 255 learners enrolled in the courses taught solely online. Data from the LMS monitoring system was used to report the uptake of online courses. Data were analyzed using descriptive statistics. RESULTS Participants reported that the major factor influencing LMS uptake was the ability to be accessed anytime and anywhere (n = 556, 77.7%). The participants had good experience in using the LMS and were satisfied with it (n = 255, mean = 4.53, SD = 0.62). For online degree courses, the course had a high completion rate of 90% provided that a mark was assigned for course attendance. For non-degree courses, irrespective of whether they were free, paid, exam-based, or participation only, the completion rate was considered low (range 4.3-36.7%). CONCLUSION Under a limited budget, a medical school in a low- to middle-income country could develop an effective online LMS to meet learners' needs. Our newly developed online LMS is relevant, accepted and to the satisfaction of the learners. Medical schools in the same context are encouraged to develop their own online LMS that serve and support learning in both degree and non-degree courses.
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Affiliation(s)
- Isaraporn Thepwongsa
- Family Medicine Unit, Department of Community, Family and Occupational Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
| | | | - Poompong Sripa
- Inverkeithing Medical Group, 5 Friary Court, Inverkeithing, UK
| | - Sakda Waraassawapati
- Department of Pathology, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
| | | | - Surapol Virasiri
- Academic Affairs, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
| | - Pat Nonjui
- Family Medicine Unit, Department of Community, Family and Occupational Medicine, Faculty of Medicine, Khon Kaen University, Khon Kaen, Thailand
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Berberoglu I, Tang SYQ, Kozlow JH, Sezgin B, Sandhu G, Cederna PS. Integration of Virtual and Traditional Medical Education: Scholarship Pivots from the COVID-19 Pandemic. PLASTIC AND RECONSTRUCTIVE SURGERY-GLOBAL OPEN 2024; 12:e5910. [PMID: 38881964 PMCID: PMC11177807 DOI: 10.1097/gox.0000000000005910] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2024] [Accepted: 04/17/2024] [Indexed: 06/18/2024]
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic required an unprecedented transformation of medical education, shifting from traditional, in-person learning to distanced, online learning. This study aimed to review changes to medical education and describe the advantages and disadvantages of virtual medical education experienced by medical students during the pandemic. Methods An online survey study was conducted at two medical schools, University of Michigan Medical School in the United States and Koc University School of Medicine in Turkey. Medical students completed questionnaires regarding their educational experience before and during the pandemic. Survey instruments were designed to assess differences in the educational curriculum, study methods, clinical skills self-evaluations, perceptions of the quality of in-person and online learning, and overall satisfaction. Results A total of 184 medical students completed the survey. There was an increase in the use of online study tools since the pandemic. There was no statistically significant difference in self-reported assessments of clinical preparedness and overall clinical competence during surgical clerkship. The percentage of students interested in pursuing a career in surgery has nearly doubled from 34% to 63%. A majority of students (83%) believed that the time available for self-study and research increased during the pandemic. Fifty-two percent of students believed that online education is less efficacious than in-person education, but 86% of students still preferred a blended approach. Conclusions Medical schools have continued to update their curricula following the COVID-19 pandemic. This study illustrates the transformations in medical education to ensure that the most effective and suitable teaching is delivered.
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Affiliation(s)
- Ipek Berberoglu
- From the Department of Plastic, Reconstructive and Aesthetic Surgery, Koc University Hospital, Istanbul, Turkey
- Section of Plastic Surgery, Department of Surgery, University of Michigan, Ann Arbor, Mich
| | - Sherry Y Q Tang
- Section of Plastic Surgery, Department of Surgery, University of Michigan, Ann Arbor, Mich
| | - Jeffrey H Kozlow
- Section of Plastic Surgery, Department of Surgery, University of Michigan, Ann Arbor, Mich
| | - Billur Sezgin
- From the Department of Plastic, Reconstructive and Aesthetic Surgery, Koc University Hospital, Istanbul, Turkey
| | - Gurjit Sandhu
- Department of Surgery, University of Michigan, Ann Arbor, Mich
| | - Paul S Cederna
- Section of Plastic Surgery, Department of Surgery, University of Michigan, Ann Arbor, Mich
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Newman C. What can the Defence Medical Services learn from the COVID-19 pandemic in order to be ready for the future? BMJ Mil Health 2024; 170:248-250. [PMID: 35926915 DOI: 10.1136/military-2022-002205] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/14/2022] [Accepted: 07/18/2022] [Indexed: 01/25/2023]
Abstract
The COVID-19 pandemic placed significant global pressure on public health, with the demand for specialist clinical input, equipment and therapeutics often outweighing supply in many well-established healthcare systems. The UK was no exception to this burden, resulting in unprecedented demands being placed on its NHS. Throughout the pandemic, the UK Defence Medical Services (DMS) aided the civilian healthcare sector, while concurrently adapting as an organisation to meet its enduring commitment in promoting the operational output of the wider UK Armed Forces. This paper serves to provide an overview of some of these key activities while offering proposed lessons which can be learnt, in order to promote the DMS' output in times of future crises. Of note, the DMS aided to mitigate surge demands placed on the NHS' supply chain, assisting in promoting its resilience to provide key materials to civilian clinical personnel. Adaptation of military policy generation mechanisms, together with adoption of novel technological approaches to promote remote working, empowered efficient DMS operational output throughout the pandemic. Direct provision of personnel to assist in the NHS' clinical output served to foster mutually beneficial interorganisational relationships, while providing objective benefit for the UK public.This paper was selected as the BMJ Military Health Royal Society of Medicine Colt Foundation National Essay Prize Winner 2021.
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Sebong PH, Pardosi J, Goldman RE, Suryo AP, Susianto IA, Meliala A. Identifying Physician Public Health Competencies to Address Healthcare Needs in Underserved, Border, and Outer Island Areas of Indonesia: A Rapid Assessment. TEACHING AND LEARNING IN MEDICINE 2024:1-12. [PMID: 38743583 DOI: 10.1080/10401334.2024.2353573] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/20/2023] [Accepted: 05/03/2024] [Indexed: 05/16/2024]
Abstract
Phenomenon: Most medical schools in Indonesia have developed innovations to integrate public health content into the curricula. However, ensuring that all schools meet appropriate standards regarding the quality of subjects, content relevancy, and course delivery takes time and effort. Approach: This study employed a rapid assessment procedure to identify the current knowledge and competencies required to practice medicine effectively in underserved, border, and outer island areas of Indonesia. Ninety-three participants from six remote districts were involved in 12 focus group discussions. Qualitative data were analyzed using content analysis using the social determinants of health as a guiding framework. Findings: Under decentralized health system governance, the local socio-geographical context is critical to understanding the current public health landscape. Medical education with respect to public health must emphasize physicians' ability to advocate and encourage the coordination of healthcare services in responding to disasters, as well as community-based surveillance and other relevant data for synergistic disease control. As part of a healthcare facility management team, prospective doctors should be able to apply systems thinking and provide critical input to improve service delivery at local health facilities. Also, recognizing underlying factors is essential to realizing effective interprofessional collaboration practices and aligning them with leadership skills. Insights: This study outlines recommendations for medical schools and relevant colleges in formulating compulsory block or integrated public health curricula. It also provides a public health learning topic that may aid medical schools in training their students to be competent for practice in underserved, border, and outer island areas. Medical schools should offer initiatives for students to acquire the necessary public health competencies merited by the population's health needs.
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Affiliation(s)
- Perigrinus Hermin Sebong
- Department of Public Health, Faculty of Medicine, Soegijapranata Catholic University, Semarang, Indonesia
| | - Jerico Pardosi
- School of Public Health and Social Work, Queensland University of Technology, Brisbane, Australia
| | - Roberta Ellen Goldman
- Department of Social and Behavioral Sciences, Harvard Chan School of Public Health, Boston, Massachusetts
- Department of Family Medicine, Alpert Medical School of Brown University, Providence, Rhode Island
| | | | - Indra Adi Susianto
- Faculty of Medicine, Soegijapranata Catholic University, Semarang, Indonesia
| | - Andreasta Meliala
- Center for Health Policy and Management, Faculty of Medicine, Public Health and Nursing, Universitas Gadjah Mada, Yogyakarta, Indonesia
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Saigal S, Singh NN, Bhargava A, Singh S, Tomar L, Salwi S. Feasibility of online learning among Indian students of dentistry during the CoVid-19 outbreak. Bioinformation 2024; 20:362-367. [PMID: 38854761 PMCID: PMC11161875 DOI: 10.6026/973206300200362] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/01/2024] [Revised: 04/30/2024] [Accepted: 04/30/2024] [Indexed: 06/11/2024] Open
Abstract
Even though there were several online dentistry academic programs available, the pandemic accelerated the development of e-learning processes and presented unprecedented obstacles to dental education. The pandemic has given rise to a technology-powered teaching style that replaced the centuries-old chalk-talk method. However, because it was a quick change, it had flaws and limitations and has caused turmoil and confusion among many educational teams, particularly in the academic sector. As a necessary consequence, this study is performed to evaluate undergraduate dental students' lived experiences, as well as their capability, willingness and frame of mind for the adoption of online teaching and learning approaches as part of blended learning. Hence, the use of online tutorials should be an effective method of providing meaningful insights for undergraduate dental students.
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Affiliation(s)
- Sonal Saigal
- Department of Oral Pathology, Microbiology & Forensic Odontology, Dental Institute, RIMS, Ranchi - 834009, India
| | - Narendra Nath Singh
- Department of Oral Pathology, Microbiology & Forensic Odontology, Dental Institute, RIMS, Ranchi - 834009, India
| | - Ankur Bhargava
- Department of Oral Pathology & Microbiology, Hazaribag College of Dental Sciences & Hospital, Hazaribag - 825301, India
| | - Swati Singh
- Department of Pediatric and Preventive Dentistry, Hazaribag College of Dental Sciences & Hospital, Hazaribag - 825301, India
| | - Lokesh Tomar
- Delhi Institute of Health Care and Research, New Delhi - 110087, India
| | - Somya Salwi
- Department of Pediatric and Preventive Dentistry, Hazaribag College of Dental Sciences & Hospital, Hazaribag - 825301, India
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Zarei M, Eftekhari Mamaghani H, Abbasi A, Hosseini MS. Application of artificial intelligence in medical education: A review of benefits, challenges, and solutions. MEDICINA CLÍNICA PRÁCTICA 2024; 7:100422. [DOI: 10.1016/j.mcpsp.2023.100422] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/09/2024]
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Jalloul M, Derbew HM, Miranda-Schaeubinger M, De Leon Benedetti L, Mekete Y, Jr Carbajal JA, Doherty M, Noor A, Dako F, Otero HJ. Case competition sessions: a global education and academic engagement tool. Pediatr Radiol 2024; 54:385-391. [PMID: 37535093 DOI: 10.1007/s00247-023-05723-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/14/2023] [Revised: 07/13/2023] [Accepted: 07/14/2023] [Indexed: 08/04/2023]
Abstract
BACKGROUND Radiology virtual teaching sessions utilize live video conferencing to promote collaborative learning and engagement by discussing radiology cases. Because of its convenience and flexibility, this mode of education has gained popularity, particularly after the corona virus disease 2019 pandemic. OBJECTIVE We describe our experience in organizing a series of "Global Health Imaging Case Competitions" for trainees in low- and middle-income countries (LMICs). These competitions provide the trainees with an opportunity to present unique radiology cases, network with radiologists, learn about various radiology topics, win prizes and potentially publish their case reports in a peer-reviewed journal. MATERIALS AND METHODS Planning and execution of the competition involves several steps. First, trainees are invited to participate and submit abstracts discussing unique cases. The organizing committee grades these abstracts; the authors of the 20 abstracts with the highest scores are asked to submit a video presentation of their cases to be presented during the live webinar. During this webinar, presentations are displayed and graded to select winners. Additionally, the audience votes to choose a participant as the people's favorite. We have completed four cycles (Africa, Latin America and the Caribbean, Africa and the Middle East and Asia) and will continue in the same order of rotation. RESULTS Attendance totalled 2,510 participants from 50 countries. Pediatric cases represented the majority of cases among finalists. Feedback was positive; 26 out of 29 (90%) participants surveyed indicated that the webinar was "very good" to "excellent" with well-organized and challenging cases. Diversity of participating countries was noted. Limitations included technology barriers such as internet connectivity. CONCLUSION This innovative approach emphasizing audience participation engaged trainees from LMICs and fostered locoregional collegiality and mentoring.
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Affiliation(s)
- Mohammad Jalloul
- Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA.
| | - Hermon Miliard Derbew
- Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA
- College of Health Science, Addis Ababa University, Addis Ababa, Ethiopia
| | | | | | - Yadel Mekete
- Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA
| | - Jesus A Jr Carbajal
- Center for Global Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
| | - Megan Doherty
- Center for Global Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
| | - Abass Noor
- Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA
- Center for Global Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
- Hospital of the University of Pennsylvania, Philadelphia, USA
| | - Farouk Dako
- Center for Global Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
- Hospital of the University of Pennsylvania, Philadelphia, USA
| | - Hansel J Otero
- Children's Hospital of Philadelphia, 3401 Civic Center Blvd, Philadelphia, PA, 19104, USA
- Center for Global Health, Perelman School of Medicine, University of Pennsylvania, Philadelphia, USA
- Hospital of the University of Pennsylvania, Philadelphia, USA
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Saputra R, Hambali I, Muslihati M, Setiyowati AJ, Lidyawati Y, Situmorang DDB. The metamorphosis of education: an opinion on how artificial intelligence is changing education. J Public Health (Oxf) 2024; 46:e165-e166. [PMID: 37525522 DOI: 10.1093/pubmed/fdad136] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Revised: 06/28/2023] [Accepted: 07/10/2023] [Indexed: 08/02/2023] Open
Affiliation(s)
- Rikas Saputra
- Department of Guidance and Counseling, Universitas Negeri Malang, Jl. Cakrawala No. 5, Sumbersari, Kec. Lowokwaru, Malang, Jawa Timur 65145, Indonesia
| | - Im Hambali
- Department of Guidance and Counseling, Universitas Negeri Malang, Jl. Cakrawala No. 5, Sumbersari, Kec. Lowokwaru, Malang, Jawa Timur 65145, Indonesia
| | - M Muslihati
- Department of Guidance and Counseling, Universitas Negeri Malang, Jl. Cakrawala No. 5, Sumbersari, Kec. Lowokwaru, Malang, Jawa Timur 65145, Indonesia
| | - Arbin Janu Setiyowati
- Department of Guidance and Counseling, Universitas Negeri Malang, Jl. Cakrawala No. 5, Sumbersari, Kec. Lowokwaru, Malang, Jawa Timur 65145, Indonesia
| | - Yenni Lidyawati
- Department of Guidance and Counseling, Universitas Negeri Malang, Jl. Cakrawala No. 5, Sumbersari, Kec. Lowokwaru, Malang, Jawa Timur 65145, Indonesia
| | - Dominikus David Biondi Situmorang
- Department of Guidance and Counseling, Faculty of Education and Language, Atma Jaya Catholic University of Indonesia, Jl. Jenderal Sudirman 51, DKI Jakarta 12930, Indonesia
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Wang W, Li G, Lei J. The impact of COVID-19 on medical students. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc10. [PMID: 38504857 PMCID: PMC10946210 DOI: 10.3205/zma001665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 10/07/2023] [Accepted: 11/29/2023] [Indexed: 03/21/2024]
Abstract
Objective The outbreak of COVID-19 has disrupted social order and placed a heavy burden on the healthcare system. The pandemic also has an unprecedented impact on medical students. Methods We searched PubMed for articles related to COVID-19 and medical students from January 2020 to December 2022. A total of 5358 studies were retrieved and after screening, 176 studies were finally included in this review. Results The impact of COVID-19 on medical students is widespread and profound. First reflected in the transformation of educational models. In the early days, education model quickly shifted from offline to online. In terms of clinical exposure, most students have been suspended from internships, while in some areas with staff shortages they have the opportunity to continue clinical work. Scientific research of medical students is also difficult to carry out due to COVID-19. The epidemic has also seriously damaged students' mental health, and this impact won't simply disappear with the improvement of the epidemic situation. The career intentions of medical students may also become firmer or change due to COVID-19. International medical electives have also been negatively affected by COVID-19 due to travel restriction. Even in the postpandemic era, with the gradual resumption of work, production and school, medical students are still affected in some ways by COVID-19. Conclusion The COVID-19 pandemic has had a profound impact on both the education of medical students and their personal development. Through COVID-19, we should reflect on what models of medical education should be developed in the future. Based on the experiences learned from COVID-19, we believe that a more flexible blended education model may be the most promising.
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Affiliation(s)
- Wenwen Wang
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Genpeng Li
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Jianyong Lei
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
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Iyer P, Mok V, Sehmbi AS, Kessaris N, Zakri R, Dasgupta P, Chandak P. Online versus in-person surgical near-peer teaching in undergraduate medical education during the COVID-19 pandemic: A mixed-methods study. Health Sci Rep 2024; 7:e1889. [PMID: 38357488 PMCID: PMC10864811 DOI: 10.1002/hsr2.1889] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/17/2023] [Revised: 12/03/2023] [Accepted: 01/15/2024] [Indexed: 02/16/2024] Open
Abstract
Background and Aims The coronavirus disease 2019 (COVID-19) pandemic stimulated a paradigm shift in medical and surgical education from in-person teaching to online teaching. It is unclear whether an in-person or online approach to surgical teaching for medical students is superior. We aim to compare the outcomes of in-person versus online surgical teaching in generating interest in and improving knowledge of surgery in medical students. We also aim the quantify the impact of a peer-run surgical teaching course. Methods A six-session course was developed by medical students and covered various introductory surgical topics. The first iteration was offered online to 70 UK medical students in March 2021, and the second iteration was in-person for 20 students in November 2021. Objective and subjective knowledge was assessed through questionnaires before and after each session, and also for the entire course. Data were analyzed from this mixed-methods study to compare the impact of online versus in-person teaching on surgical knowledge and engagement. Results Students in both iterations showed significant improvement of 33%-282% across the six sessions in knowledge and confidence after completing the course (p < 0.001). There was no significant difference in the level of objective knowledge, enjoyment, or organization of the course between online and in-person groups, although the in-person course was rated as more engaging (mean Likert score 9.1 vs. 9.7, p = 0.033). Discussion Similar objective and subjective surgical teaching outcomes were achieved in both iterations, including in "hands-on" topics such as suturing, gowning, and gloving. Students who completed the online course did not have any lower knowledge or confidence in their surgical skills; however, the in-person course was reported to be more engaging. Surgical teaching online and in-person may be similarly effective and can be delivered according to what is most convenient for the circumstances, such as in COVID-19.
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Affiliation(s)
- Priyanka Iyer
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
| | - Valerie Mok
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
- Faculty of MedicineUniversity of British ColumbiaVancouverBritish ColumbiaCanada
| | | | - Nicos Kessaris
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
- Department and Stem Cell and Regenerative Medicine, Centre for Developmental Biology & CancerUniversity College London and Great Ormond Street Institute of Child HealthLondonUK
| | - Rhana Zakri
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
| | - Prokar Dasgupta
- MRC Centre for Transplantation, Guy's HospitalKing's College LondonLondonUK
| | - Pankaj Chandak
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
- The Royal London HospitalBarts Health NHS TrustLondonUK
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
- Department and Stem Cell and Regenerative Medicine, Centre for Developmental Biology & CancerUniversity College London and Great Ormond Street Institute of Child HealthLondonUK
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Liang JZ, Ng DKW, Raveendran V, Teo MYK, Quah ELY, Chua KZY, Lua JK, Owyong JLJ, Vijayan AV, Abdul Hamid NAB, Yeoh TT, Ong EK, Phua GLG, Mason S, Fong W, Lim C, Woong N, Ong SYK, Krishna LKR. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLoS One 2024; 19:e0296367. [PMID: 38181035 PMCID: PMC10769105 DOI: 10.1371/journal.pone.0296367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 12/09/2023] [Indexed: 01/07/2024] Open
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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Affiliation(s)
- Jonathan Zhen Liang
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Donovan Kai Wei Ng
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Mac Yu Kai Teo
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Elaine Li Ying Quah
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Keith Zi Yuan Chua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jun Kiat Lua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | | | - Andrew Vimal Vijayan
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Ting Ting Yeoh
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Department of Pharmacy, National Cancer Centre Singapore, Singapore, Singapore
| | - Eng Koon Ong
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Assisi Hospice, Singapore, Singapore
| | - Gillian Li Gek Phua
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
| | - Crystal Lim
- Medical Social Services, Singapore General Hospital, Singapore, Singapore
| | - Natalie Woong
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Simon Yew Kuang Ong
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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Dimassi Z, Chaiban L, Zgheib NK, Sabra R. Re-conceptualizing medical education in the post-COVID era. MEDICAL TEACHER 2023:1-8. [PMID: 38086531 DOI: 10.1080/0142159x.2023.2290463] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/08/2023] [Accepted: 11/29/2023] [Indexed: 06/30/2024]
Abstract
PURPOSE The COVID-19 pandemic has forced changes in the delivery of medical education. We aimed to explore these changes and determine whether they will impact the future of medical education in any way. METHODS We invited leaders in medical education from all accessible US-based medical schools to participate in an online individual semi-structured interview. RESULTS Representatives of 16 medical schools participated. They commented on the adequacy of online education for knowledge transfer, and the logistical advantages it offered, but decried its negative influence on social learning, interpersonal relationships and professional development of students, and its ineffectiveness for clinical education. Most participants indicated that they would maintain online learning for didactic purposes in the context of flipped classrooms but that a return to in-person education was essential for most other educational goals. Novel content will be introduced, especially in telemedicine and social medicine, and the students' roles and responsibilities in patient care and in curricular development may evolve in the future. CONCLUSIONS This study is the first to document the practical steps that will be adopted by US medical schools in delivering medical education, which were prompted and reinforced by their experience during the COVID-19 pandemic.
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Affiliation(s)
- Zakia Dimassi
- Department of Medical Sciences, Khalifa University College of Medicine and Health Sciences, Abu Dhabi, United Arab Emirates
| | - Lea Chaiban
- Department of Pharmacology and Toxicology, Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Nathalie K Zgheib
- Department of Pharmacology and Toxicology, and Program for Research and Innovation in Medical Education (PRIME). Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Ramzi Sabra
- Department of Pharmacology and Toxicology, and Program for Research and Innovation in Medical Education (PRIME). Faculty of Medicine, American University of Beirut, Beirut, Lebanon
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13
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Han S, Kim I, Rojas D, Nyhof-Young J. Investigating the experiences of medical students quarantined due to COVID-19 exposure. CANADIAN MEDICAL EDUCATION JOURNAL 2023; 14:92-101. [PMID: 38226308 PMCID: PMC10787861 DOI: 10.36834/cmej.75571] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 01/17/2024]
Abstract
Background The COVID-19 pandemic profoundly impacted medical education systems worldwide. Between March 2020 and December 2021, 111 MD students at the University of Toronto completed two-week quarantines due to hospital or community exposures and experienced disrupted clinical instruction. We explored the experiences, barriers, and supports of these quarantined medical students to identify program development opportunities and improve student supports. Methods We used a qualitative descriptive approach to explore experiences of clerkship students quarantined due to COVID-19 exposure. Methods included an online survey with open-ended questions and an audio-recorded interview. We analysed the demographic survey responses using descriptive statistics. Subsequently, we conducted descriptive thematic analysis of the narrative survey responses and transcribed interview recordings. Results Concerns reported in surveys (n = 23, response rate 20.7%) and interviews (n = 5) included themes of illness uncertainty, racial tensions, confidentiality of COVID-19 status, unclear academic expectations, and financial burden. Supports included friends, family, and MD program administration. Recommendations related to communication, administration, equity considerations, supports, confidentiality/privacy, and academics. Conclusion Supporting student wellbeing and learning is at the core of medical training. Enhanced understanding of health profession trainee needs during COVID can improve institutional supportive responses to students routinely and during times of crisis.
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Affiliation(s)
- Sallie Han
- Temerty Faculty of Medicine, University of Toronto, Ontario, Canada
| | - Iris Kim
- Temerty Faculty of Medicine, University of Toronto, Ontario, Canada
| | - David Rojas
- The Wilson Centre, Temerty Faculty of Medicine and University Health Network
- Department of Obstetrics & Gynecology, University of Toronto, Ontario, Canada
- Office of Assessment and Evaluation, MD Program, Temerty Faculty of Medicine, University of Toronto, Ontario, Canada
| | - Joyce Nyhof-Young
- The Wilson Centre, Temerty Faculty of Medicine and University Health Network
- Academics Program, Women’s College Hospital, Ontario, Canada
- Department of Family and Community Medicine, University of Toronto, Ontario, Canada
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14
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Na SJ, Yoon BY, Yeo S. The change of the COVID-19 pandemic on medical education in Korea: a national survey of medical schools. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:349-361. [PMID: 38062682 PMCID: PMC10704045 DOI: 10.3946/kjme.2023.272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 08/18/2023] [Accepted: 09/08/2023] [Indexed: 12/18/2023]
Abstract
PURPOSE This study aims to investigate how medical schools in Korea managed their academic affairs and student support in response to the coronavirus disease 2019 (COVID-19) pandemic and their plans for the post-COVID-19 era. METHODS An online survey was conducted, and a link to a questionnaire was distributed to all the administrators of the 40 medical schools in Korea. The final analysis data involved responses from 33 medical schools and 1,342 students. Frequency analysis, cross-tabulation analysis, Fisher's exact test, and one-way analysis of variance were applied for statistical analysis. RESULTS Regarding instruction methods, most medical schools in Korea transitioned from in-person learning to video-on-demand learning (51.5%) and real-time online learning (42.4%). Among the school leaders, 36.4% planned to continue offering online classes combined with in-person classes beyond the end of the pandemic. Among the students, the online class concentration and participation score was 3.0 points or lower, but the class understanding score was 3.6 points, above a moderate level. CONCLUSION Students cited the shorter times needed to attend school and being able to take classes repeatedly as advantages of online classes, and over one-third of medical schools intended to continue with a hybrid of in-person and online learning even after the COVID-19 pandemic restrictions end.
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Affiliation(s)
- Seung-Joo Na
- Department of Medical Education, CHA University School of Medicine, Pocheon, Korea
| | - Bo Young Yoon
- Department of Internal Medicine, Inje University College of Medicine, Busan, Korea
| | - Sanghee Yeo
- Department of Medical Humanities and Medical Education, School of Medicine, Kyungpook National University, Daegu, Korea
- Kyungpook National University Hospital, Daegu, Korea
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15
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Zhu H, Xu J, Wang P, Liu H, Chen T, Zhao Z, Ji L. The status of virtual simulation experiments in medical education in China: based on the national virtual simulation experiment teaching Center (iLAB-X). MEDICAL EDUCATION ONLINE 2023; 28:2272387. [PMID: 37883485 PMCID: PMC10984652 DOI: 10.1080/10872981.2023.2272387] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 10/13/2023] [Indexed: 10/28/2023]
Abstract
BACKGROUND Virtual simulation experiments have been rapidly applied to medical education curricula in recent years. China constructed a national virtual simulation experimental teaching center (iLAB-X), and this platform covered almost all of the virtual simulation experiment curricula of domestic colleges or universities. We aimed to comprehensively assess the characteristics and usages of virtual simulation experiments in medical education based on iLAB-X. METHODS A total of 480 virtual simulation experiment courses had been constructed on iLAB-X (https://www.ilab-x.com/) by December 20, 2022, and the curriculum level, type and design were all searched in this platform. We also conducted an evaluation of curriculum usage and online tests, including the page view, frequency of participation, number of participants, duration of experimental learning and passing rate of the experimental test. RESULTS The national and provincial high-quality virtual simulation experiment curricula accounted for 33.5% (161/480) and 35.8% (172/480), respectively. The curricula were mainly set as basic practice experiments (46.5%) and synthetic designing experiments (48.8%). Significantly, forensic medicine (100%), public health and preventive medicine (83%) and basic medical sciences (66%) focused on synthetic design experiments. In terms of usage experiments, the average duration of experimental learning was 25 minutes per course, and the average number of participants was just 1257. The average passing (score ≥60) rate of online tests was 80.6%, but the average rate of score ≥ 85 was only 58.5%. In particular, the average page views, the number of participants, the duration of learning and the test passing rate of clinical medicine were relatively low. CONCLUSIONS The curriculum design features, construction level and utilization rate varied in different medical majors. Virtual simulation experiments are particularly underutilized in clinical medicine. There is a long way for virtual simulation experiments to go to become a supplement or alternative for traditional medical education in the future.
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Affiliation(s)
- Hui Zhu
- Department of Internal Medicine, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Jin Xu
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
- Zhejiang Key Laboratory of Pathophysiology, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Penghao Wang
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Hongyi Liu
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Tao Chen
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Zhijia Zhao
- School of Public Health, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
| | - Lindan Ji
- Zhejiang Key Laboratory of Pathophysiology, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
- Department of Biochemistry and Molecular Biology, School of Basic Medical Sciences, Health Science Center, Ningbo University, Ningbo, Zhejiang, P. R. China
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Cai W, You M, Li J, Li Q, Wang D, Wang H. Application of "immersive contextualization based-learning teaching" mode in the orthopaedic musculoskeletal disorder module of clinical medicine education. BMC MEDICAL EDUCATION 2023; 23:906. [PMID: 38031076 PMCID: PMC10687819 DOI: 10.1186/s12909-023-04831-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2023] [Accepted: 11/01/2023] [Indexed: 12/01/2023]
Abstract
OBJECTIVE To evaluate the effect and influence of the "immersive contextualization-based learning" teaching mode (ICBLT) in the orthopaedic musculoskeletal disorder module of clinical medicine education. METHODS Undergraduate students in five consecutive semesters of clinical medicine in West China Hospital, Sichuan University were enrolled in this study. During the teaching process in each semester, a cross-over design was applied, and students were randomly divided into two classes (Class A and Class B) to receive the designated experimental courses with different routes. After they took the final exams, the scores of the selected chapters (sports injury chapter and osteoarthritis chapter) were extracted to conduct Tests of Between-Subjects Effects. Q-Q plot was drawn to test whether the distribution of the scores follows normal distribution. The part of the feedback questionnaires to assess these two teaching modes were also extracted for comparison. RESULTS A total of 441 students were enrolled in this study, among which, Class A teaching route was implemented to 222 students and Class B to the rest 219. The results of Tests of Between-Subjects Effects showed that ICBLT mode could lead to better scores compared to the Lecturing-based learning teaching (LBLT) mode (p < 0.0001). In terms of mastery of practical skills, help to deepen the memory of knowledge and satisfaction with the teaching mode, the ICBLT mode showed better results (p < 0.0001). CONCLUSION ICBLT mode had better potential in helping mastery of practical skills and deepening the memory of knowledge.
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Affiliation(s)
- Wufeng Cai
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China
- Department of Engineering, University of Exeter, Exeter, England
| | - Mingke You
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China
| | - Jian Li
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China.
| | - Qi Li
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China
| | - Duan Wang
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China.
| | - Haoyang Wang
- Department of Orthopedics, West China Hospital, Orthopedic Research Institute, Sichuan University, Chengdu, China.
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17
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Bond AP, Kelsey A, Aitken G. The future of anatomy teaching post-pandemic: An academic viewpoint. ANATOMICAL SCIENCES EDUCATION 2023; 16:1121-1133. [PMID: 37312264 DOI: 10.1002/ase.2308] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/15/2022] [Revised: 03/24/2023] [Accepted: 05/29/2023] [Indexed: 06/15/2023]
Abstract
The COVID-19 pandemic caused major disruption to anatomical teaching worldwide with both lectures and practicals being moved online. Throughout this period anatomists were able to find new and innovative ways to teach and to aid student learning via a variety of delivery modes. This study aimed to interview anatomists who were involved in teaching undergraduate medical students at UK universities to document the changes that occurred and to understand academic perceptions of pandemic delivery to comprehend how anatomy education may change in the long term. Results suggest that academics are likely to continue to deliver anatomical lectures online post-pandemic akin to a flipped classroom approach, although caution was noted regarding 'at-risk' student groups. No academics wished to see continued delivery of practical classes online, however, resources designed or invested in during the pandemic will be integrated into practical classes or pre-class preparation allowing for a more complete student experience. No clear picture emerged as to the preferred way staff and students will communicate in the current post-pandemic hybrid working environment and beyond. This will likely only be resolved when a new pattern of home working evolves in UK institutions. This report is the first to detail the academic vision of anatomy teaching in a post-pandemic world and will be useful to those adapting to these changes and for those pedagogical researchers targeting where anatomical education research should focus moving forward.
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Affiliation(s)
- Alistair P Bond
- Faculty of Health and Life Sciences, Human Anatomy Resource Centre, Education Directorate, University of Liverpool, Liverpool, UK
| | - Alethea Kelsey
- Anatomy Hub, College of Medicine and Veterinary Medicine, University of Edinburgh, Edinburgh, UK
| | - Gill Aitken
- Edinburgh Medical School-Medical Education, University of Edinburgh, Edinburgh, UK
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18
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Agarwal A, Subramaniam G, Khattak O, Begum G, Taha A, Bayomy NA, Bawadekji A, Makhdoom AK, Alshammari MS, Chaudhary FA. Navigating post COVID-19 education: an investigative study on students' attitude and perception of their new normal learning environment. PeerJ 2023; 11:e16184. [PMID: 37927799 PMCID: PMC10621590 DOI: 10.7717/peerj.16184] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 09/05/2023] [Indexed: 11/07/2023] Open
Abstract
Background The incidence and aftermath of the COVID-19 pandemic brought about a drastic change in health professional education around the world. Traditional classrooms made way for online classrooms in order to ensure that learning continued in a safe and secure environment. However, how well health professional students perceived and accepted these changes have not been fully gauged yet. Therefore, this study aims to evaluate the perception of health professional students about their new educational climate. Methods A modified and validated Dundee Ready Education Environment Measure (DREEM) questionnaire was used to collect data regarding student perception of their educational environment. Results The mean DREEM scores for three time periods were in the accepted positive range of 101 to 150 indicating that most of the students perceived the changes positively. The results indicated that most students preferred blended learning over online learning or face-to-face learning alone. Areas where students were unsatisfied with their learning environment that need improvement were identified by poor item-wise scores. Conclusion Strategic remedial measures for these concerns need to be developed to improve the quality of education received by the students. However, the results of our study indicated that most of the students were able to adapt positively to the new education environment due to the change in the circumstances during COVID.
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Affiliation(s)
- Anshoo Agarwal
- Pathology Department, Faculty of Medicine, Northern Border University, Arar, Saudi Arabia
| | | | - Osama Khattak
- Department of Restorative Dentistry, Jouf University, Sakaka, Saudi Arabia
| | - GulamSaidunnisa Begum
- Department of Biochemistry, College of Medicine and Health Sciences, Suhar Campus, National University, Muscat, Oman
| | - Afaf Taha
- Pathology Department, Faculty of Medicine, Northern Border University, Arar, Saudi Arabia
| | - Naglaa Ahmed Bayomy
- Anatomy Department, Faculty of Medicine, Northern Border University, Arar, Saudi Arabia
| | - Abdulhakim Bawadekji
- Department of Biological Sciences, College of Science, Northern Border University, Arar, Saudi Arabia
| | | | | | - Farooq Ahmad Chaudhary
- Department of Community Dentistry, Shaheed Zulfiqar Ali Bhutto Medical University, Islamabad, Pakistan
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19
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Jahani MA, Ghanavatizadeh A, Delavari S, Abbasi M, Nikbakht HA, Farhadi Z, Darzi A, Mahmoudi G. Strengthening E-learning strategies for active learning in crisis situations: a mixed-method study in the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:754. [PMID: 37821892 PMCID: PMC10568816 DOI: 10.1186/s12909-023-04725-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND Medical universities are responsible for educating and training healthcare workers. One of the fields significantly impacted by the pandemic is medical education. The aim of this study is to identify strategies for enhancing e-learning for active learning and finding solutions for improving its quality. METHODS This mixed-method (quantitative-qualitative) research was conducted in 2023 at three selected universities in Mazandaran Province. In the quantitative phase, 507 students participated via stratified random sampling using a standard questionnaire. In the qualitative phase, data were collected through semi-structured interviews with 16 experts until data saturation was achieved. SPSS 21 and MAXQDA 10 software were used for data analysis. RESULTS In the multivariate regression analysis, an increase of one point in the dimensions of student-teacher interaction, active time, immediate feedback, and active learning corresponded to an average increase in learning scores of 0.11, 0.17, 0.16, and 1.42 respectively (p≤0.001). After the final analysis in the qualitative phase, four main domains (infrastructure, resources, quantity of education, and quality of education) and 16 sub-domains with 84 items were identified. CONCLUSIONS The greatest challenge in e-learning is the interaction and cooperation between students and teachers. The implementation of the identified strategies in this research could provide useful evidence for policymakers and educational administrators to implement interventions aimed at addressing deficiencies and enhancing e-learning.
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Affiliation(s)
- Mohammad-Ali Jahani
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Aram Ghanavatizadeh
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran
| | - Sahar Delavari
- Institute for the Developing Mind, Children's Hospital Los Angeles, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Mahdi Abbasi
- Department of Health Economics and Management, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Hossein-Ali Nikbakht
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Zeynab Farhadi
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | | | - Ghahraman Mahmoudi
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran.
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20
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Ho KC, Huang TS, Lin JC, Chiang HK. The online interactive visual learning improves learning effectiveness and satisfaction of physicians with postgraduate year during the COVID-19 pandemic in Taiwan. BMC MEDICAL EDUCATION 2023; 23:713. [PMID: 37770858 PMCID: PMC10540363 DOI: 10.1186/s12909-023-04639-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/10/2023] [Accepted: 08/30/2023] [Indexed: 09/30/2023]
Abstract
BACKGROUNDS Medical education has shifted from passive forms of teaching to more active learning strategies, particularly in response to the COVID-19 pandemic. Research has discussed the challenges and disadvantages associated with online education, but there is limited documentation on physicians' perceptions of this sudden and unexpected transformation in medical education. This study aimed to determine the effect of online interactive visual learning on physicians' perceptions of the effectiveness and their satisfaction with this online learning experience. METHODS We routinely recruited 64 unclassified physicians in the hospital's postgraduate year (PGY) program between September 2021 and April 2022. PGY physicians received an online interactive visual learning course. Online (Google Form) testing and questionnaires before and after this course evaluated learning performance, learning attitude and satisfaction of these physicians. RESULTS The interactive online learning tools facilitated the physicians' active learning processes by reducing their learning burden (burden vs. no burden: 4.69% vs. 68.75%) and increasing their learning interest (interest vs. no interest: 84.38% vs. 3.12%) in the online format. Post-test scores were significantly improved compared with pretest scores (post-test vs. pre-test: 5 vs. 4; p < 0.05) and their imaging recognition was markedly improved from baseline (post-test vs. pre-test: 85.19% vs. 61.11%). Levels of satisfaction correlated positively with the physicians' learning burden (rs = 0.541), learning interest (rs = 0.562), and perceived benefits of imaging recognition (post-course: rs = 0.508; future: rs = 0.563) (all p < 0.05). CONCLUSIONS Our online course with interactive visual learning facilitated PGY physicians' learning performance, levels of satisfaction, interest, and perceived benefits of online learning. Hospitals and policymakers need to be aware that this learning approach can markedly enhance physicians' academic outcomes and levels of clinical practice.
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Affiliation(s)
- Kung-Chen Ho
- Department of Biomedical Engineering, National Yang-Ming Chiao-Tung University, No. 155, Sec. 2, Li-Nong St, 112, Taipei, Taiwan
- Division of General Surgery, Department of Surgery, Mackay Memorial Hospital, 104, Taipei, Taiwan
- Liver Medical Center, MacKay Memorial Hospital, 104, Taipei, Taiwan
| | - Tun-Sung Huang
- Division of General Surgery, Department of Surgery, Mackay Memorial Hospital, 104, Taipei, Taiwan
- Liver Medical Center, MacKay Memorial Hospital, 104, Taipei, Taiwan
| | - Jiunn-Chang Lin
- Division of General Surgery, Department of Surgery, Mackay Memorial Hospital, 104, Taipei, Taiwan
- Liver Medical Center, MacKay Memorial Hospital, 104, Taipei, Taiwan
- Department of Medicine, MacKay Medical College, 25245, New Taipei City, Taiwan
- Nursing, and Management, MacKay Junior College of Medicine, 11260, New Taipei City, Taiwan
| | - Huihua-Kenny Chiang
- Department of Biomedical Engineering, National Yang-Ming Chiao-Tung University, No. 155, Sec. 2, Li-Nong St, 112, Taipei, Taiwan.
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21
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Benton M. Experience and Impact of COVID-19 on a Newly Formed Rural University Medical Office: Survey Study. JMIR Form Res 2023; 7:e48299. [PMID: 37676708 PMCID: PMC10514764 DOI: 10.2196/48299] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/18/2023] [Revised: 07/27/2023] [Accepted: 08/16/2023] [Indexed: 09/08/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic had large social effects, particularly in the fields of medicine and medical education. Medical organizations in the United States operate in overlapping contexts with interrelated goals inside multiple organizations, and the context of work strongly influenced how organizations were able to respond to COVID-19 restrictions. OBJECTIVE This research examines the experience and impact of COVID-19 on the implementation of a Health Resources and Services Administration grant in a newly formed university medical office with the interrelated goals of health policy, health outreach, and medical education. The goal is to understand how COVID-19 created different experiences and challenges for leaders and their collaborators working in medical education compared to those working in public health outreach or health policy. METHODS A survey about COVID-19 opportunities and challenges was administered to work unit leaders and their project collaborators. The most common experiences and challenges are shown, direct educational and other respondents' experiences and challenges are compared, and open-ended comment segments are analyzed. RESULTS Helping others adjust to digital work, remoteness, and coordination were common experiences during COVID-19. Common challenges include coordination and an inability to make comparisons to previous program years. On average, respondents had 11.3 (SD 7.8) experiences and 8.3 (SD 6.9) challenges considered in the survey. While all units were influenced by COVID-19 restrictions, medical education units had more experiences and challenges. Those involved directly in medical education experienced 69% (18.6/27) of their possible experiences and 54% (14.7/27) of their possible challenges on average compared to 35% (7/20) and 21% (4.2/20) among other respondents (P<.001). COVID-19 restrictions increased the complexity of project work and presented challenges, especially in terms of coordinating responses and access to locations. CONCLUSIONS The findings suggest that COVID-19 made the overall administration of programs more complex and drew attention from other medical and public health programs. While remoteness is appropriate for some medical education tasks, it is less appropriate for clinical learning. Remoteness presents an especially large challenge to clinical education. Employees now have expectations for remoteness to be built into programs and workplaces. Program administrators will have to integrate remoteness' benefits and drawbacks into their organization for the foreseeable future.
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Affiliation(s)
- Mark Benton
- Center for Health Policy, Department of Public Health, University of Missouri, Columbia, MO, United States
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22
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Villagómez-López AM, Cepeda-Reza TF, Torres-Balarezo PI, Calderón-Vivanco JM, Villota-Acosta CA, Balarezo-Díaz TF, Simbaña-Guaycha FC, Vallejo-Suárez CN, Rueda-Benalcazar DM, Vaca-Salazar JC, Chininin-Moreno DE, Terán-Bracho IG, Endara-Mina JV, Casco-Toapanta DS, Rojas-Velasco GW. [Depression and anxiety among medical students in virtual education during COVID-19 pandemic]. REVISTA MEDICA DEL INSTITUTO MEXICANO DEL SEGURO SOCIAL 2023; 61:559-566. [PMID: 37756704 PMCID: PMC10599777 DOI: 10.5281/zenodo.8316418] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Subscribe] [Scholar Register] [Received: 11/02/2022] [Accepted: 03/13/2023] [Indexed: 09/29/2023]
Abstract
Background The lockdown derived from the declaration of a pandemic due to SARS-CoV-2 in March 2020 by the World Health Organization altered daily activities, including the academic ones, which were adapted to virtuality. In Ecuador, the new modality of study had an increase in the use of electronic devices that triggered new problems. Objective To stablish the prevalence of depression and anxiety among medical students from the Universidad Central del Ecuador (Central University of Ecuador) in virtual education during the COVID-19 pandemic. Material and methods Cross-sectional analytic study conducted between June and July of 2021 in students from first to tenth semester during virtual education. All studied subjects were evaluated using an electronic survey, depression and anxiety variables were assessed with the BDI-II and GAD-7 scales, respectively. In addition, sociodemographic data were collected, including the family APGAR. A response rate of 63.3% (1528 students) was obtained. Results Overall prevalence of depression was 37.8% and the prevalence of anxiety 30.3%. Lower-years students were the most affected by these pathologies. The protective factors found were physical activity and psychological support in religion, whereas the main risk factors found were a dysfunctional family, lack of an exclusive study space and low academic performance. Furthermore, the frequency of depression and anxiety was significantly higher in women. Conclusion The virtual modality showed a high prevalence of depression and anxiety in medical students.
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Affiliation(s)
- Alexandra Mishell Villagómez-López
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Tonny Fernando Cepeda-Reza
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Pedro Isaac Torres-Balarezo
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Juan Martín Calderón-Vivanco
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Camila Alejandra Villota-Acosta
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Thalía Francisca Balarezo-Díaz
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Biología. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Fernanda Cecibel Simbaña-Guaycha
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Carol Nicole Vallejo-Suárez
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Diana Mylene Rueda-Benalcazar
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Julio César Vaca-Salazar
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Daniel Esteban Chininin-Moreno
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Iván Gonzalo Terán-Bracho
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Jesús Vinicio Endara-Mina
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Biología. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Dayana Stefania Casco-Toapanta
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina. Quito, EcuadorUniversidad Central del EcuadorEcuador
| | - Giovanni Wladimi Rojas-Velasco
- Universidad Central del Ecuador, Facultad de Ciencias Médicas, Carrera de Medicina, Departamento de Medicina Comunitaria. Quito, EcuadorUniversidad Central del EcuadorEcuador
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Lange S, Soták M, Hagberg C, Bagunu G, Vigmo S, Börgeson E. Students at a crossroad: A cross-sectional survey gauging the impact of COVID-19 on medical and biomedical graduates in the United States and Sweden. BIOCHEMISTRY AND MOLECULAR BIOLOGY EDUCATION : A BIMONTHLY PUBLICATION OF THE INTERNATIONAL UNION OF BIOCHEMISTRY AND MOLECULAR BIOLOGY 2023; 51:508-519. [PMID: 37354049 PMCID: PMC10592423 DOI: 10.1002/bmb.21761] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/28/2022] [Revised: 12/18/2022] [Accepted: 06/02/2023] [Indexed: 06/26/2023]
Abstract
Graduate programs in medicine and biomedical sciences have been severely impacted by the SARS-CoV-2/COVID-19 pandemic over the last 2 years. Following 2 years since beginning of the pandemic, data on student support, educational and academic performance as well as sentiment on changes to educational programs are starting to emerge. We performed and compared results of two cross-sectional surveys of Swedish and U.S.-based medical and biomedical graduate students on how the pandemic has affected their studies, research productivity and career trajectory. Students were also asked to assess support provided by the university and supervisors. The surveys also captured student demographics and a range of other factors, such as pressures brought on by caretaking and financial responsibilities. We analyzed answers from 264 and 106 students attending graduate programs in universities in Sweden and the United States, respectively. U.S.-based students faced more severe restrictions on their research program compared to students in Sweden, reporting more delays in productivity, scientific output and graduation, and increased worries about their career trajectory. Swedish students had more caretaking responsibilities, although these did not cause any delays in graduation. While support by universities and supervisors was comparable between the countries, financial worries and mental health concerns were particularly prominent in the U.S. cohort. Student performance and outlook was hugely dependent on the breadth of the restrictions and the available support. Besides the governmental and university-led approach to counter the pandemic, societal differences also played a role in how well students were handling effects of the pandemic.
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Affiliation(s)
- Stephan Lange
- Department of Medicine, University of California San Diego, CA-92093 La Jolla, USA
- Department of Biomedicine, Aarhus University, Aarhus, DK-8000, Denmark
- Steno Diabetes Center Aarhus, Aarhus University Hospital, Region Midtjylland, Aarhus, DK-8200, Denmark
- Department of Molecular and Clinical Medicine, Wallenberg Laboratory, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, SE-405 30, Sweden
| | - Matúš Soták
- Department of Molecular and Clinical Medicine, Wallenberg Laboratory, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, SE-405 30, Sweden
- Wallenberg Centre for Molecular and Translational Medicine, University of Gothenburg, Gothenburg, SE-405 30, Sweden
- Department of Clinical Immunology and Transfusion Medicine, Region Västra Götaland, Sahlgrenska University Hospital, Gothenburg, SE-413 45, Sweden
| | - Carolina Hagberg
- Division of Cardiovascular Medicine, Department of Medicine Solna, Karolinska Institutet, Stockholm, SE-171 74, Sweden
- Center for Molecular Medicine, Karolinska Institutet, Stockholm, SE-171 74, Sweden
| | - Grace Bagunu
- Revelle College, University of California San Diego, CA-92093 La Jolla, USA
| | - Sylvi Vigmo
- Department of Education, Communication and Learning, University of Gothenburg, Gothenburg, SE-405 30, Sweden
| | - Emma Börgeson
- Department of Biomedicine, Aarhus University, Aarhus, DK-8000, Denmark
- Steno Diabetes Center Aarhus, Aarhus University Hospital, Region Midtjylland, Aarhus, DK-8200, Denmark
- Department of Molecular and Clinical Medicine, Wallenberg Laboratory, Institute of Medicine, Sahlgrenska Academy, University of Gothenburg, Gothenburg, SE-405 30, Sweden
- Wallenberg Centre for Molecular and Translational Medicine, University of Gothenburg, Gothenburg, SE-405 30, Sweden
- Department of Clinical Immunology and Transfusion Medicine, Region Västra Götaland, Sahlgrenska University Hospital, Gothenburg, SE-413 45, Sweden
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24
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Ekarattanawong S, Piyabhan P, Srisawat U, Thongsepee N, Sookprasert N, Mathuradavong N, Charoenphandhu J, Wannasiri S. Experience of online physiology laboratory teaching for undergraduate students during the COVID-19 pandemic in Thailand. ADVANCES IN PHYSIOLOGY EDUCATION 2023; 47:625-632. [PMID: 37411012 PMCID: PMC10511159 DOI: 10.1152/advan.00079.2021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/01/2021] [Revised: 06/08/2023] [Accepted: 06/08/2023] [Indexed: 07/08/2023]
Abstract
The COVID-19 pandemic has disrupted traditional face-to-face human physiology teaching for students at the Faculty of Medicine, Thammasat University, Thailand since February 2020. An online curriculum for both lectures and laboratory sessions was developed to continue the education. This work compared the effectiveness of online physiology labs to the traditional onsite counterparts for 120 dental and pharmacy sophomore students during the 2020 academic year. The method used was a Microsoft Teams synchronous online laboratory experience consisting of eight topics. Faculty lab facilitators created protocols, video scripts, online assignments, and instruction notes. Group lab instructors prepared and delivered the content for recording and led the student discussion. Data recording and live discussion were synchronized and executed. The response rates for the control (2019) and study (2020) groups were 36.89 and 60.83%, respectively. The control group reported higher satisfaction about general laboratory experience, compared to the online study group. The online group rated the laboratory online experience with equal satisfaction to that of an onsite lab experience. The onsite control group reported 55.26% satisfaction with the equipment instrument, while only 32.88% online group voiced their approval of this measure. It was understandable because the excitement in physiology work relies heavily on the experience of the work (P < 0.027). With the same difficulty index for both academic year examination papers, the nonsignificant difference in academic performance of the control and study groups (59.50 ± 13.50 and 62.40 ± 11.43, respectively) showed the effectiveness of our online synchronous physiology lab teaching. In conclusion, the online physiology learning experience was appreciated when a good design was achieved.NEW & NOTEWORTHY The COVID-19 pandemic has forced physiology educators to use online teaching. At the time of this work, there was no research investigating the effectiveness of online and face-to-face physiology lab teaching in undergraduate students. A synchronized online lab teaching of a virtual lab classroom on the Microsoft Teams platform was successfully implemented. Our data showed that online physiology lab teaching could make the students understand physiology concepts and have the same effectiveness as the onsite lab experience.
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Affiliation(s)
- Sophapun Ekarattanawong
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
| | - Pritsana Piyabhan
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
| | - Umarat Srisawat
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
| | - Nattaya Thongsepee
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
| | - Nattapon Sookprasert
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
| | - Nakorn Mathuradavong
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
| | - Jantarima Charoenphandhu
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
| | - Supaporn Wannasiri
- Department of Preclinical Science, Division of Physiology, Faculty of Medicine, Thammasat University, KlongLuang, Pathumthani, Thailand
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KN S, Rangareddy H, U M. Efficacy of LMS for teaching biochemistry to medical students in India during the CoVid-19 pandemic. Bioinformation 2023; 19:840-843. [PMID: 37908616 PMCID: PMC10613813 DOI: 10.6026/97320630019840] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/01/2023] [Revised: 08/31/2023] [Accepted: 08/31/2023] [Indexed: 11/02/2023] Open
Abstract
During the pandemic, medical education shifted to online platforms, using the Learning Management System (LMS) for lectures, video recordings, e-resources, and assessments. An inductive qualitative study was conducted among I MBBS students for Biochemistry to assess LMS acceptance and performance. Out of 150 students, 99 responded with 70.7% finding LMS effective, 67.74% agreeing it was user-friendly, and 52.8% satisfied with the grading system. Challenges included internet connectivity, but overall, students' feedback indicated LMS acceptance with academic flexibility, highlighting its potential to enhance medical education, especially during times when e-learning becomes essential.
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Affiliation(s)
- Shashidhar KN
- />Department of Biochemistry, Sri Devaraj Urs Medical College, Constituent College of Sri Devaraj Urs Academy of Higher Education and Research, Kolar – 563103, Karnataka, India
| | - Harish Rangareddy
- />Department of Biochemistry, Sri Devaraj Urs Medical College, Constituent College of Sri Devaraj Urs Academy of Higher Education and Research, Kolar – 563103, Karnataka, India
| | - Munilakshmi U
- />Department of Biochemistry, Sri Devaraj Urs Medical College, Constituent College of Sri Devaraj Urs Academy of Higher Education and Research, Kolar – 563103, Karnataka, India
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26
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Enoch LC, Abraham RM, Singaram VS. Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2023; 14:919-936. [PMID: 37645657 PMCID: PMC10461612 DOI: 10.2147/amep.s398376] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/21/2022] [Accepted: 02/18/2023] [Indexed: 08/31/2023]
Abstract
Purpose During the SARS-CoV-2 pandemic, various online instructional strategies in clinical skills training were piloted. The sudden transition to the remote platform circumvented the rigorous planning associated with curriculum reform. This study aimed to explore students' and tutors' perceptions of factors that promoted or hindered successful learning transfer and to propose a blended conceptual model to guide affective, cognitive, and psychomotor clinical skills training in the pre-clinical phase of medical education. Methods A mixed-method quasi-experimental study assessed third-year students' transfer of clinical skills and knowledge following online learning in 2021. Students and their tutors completed online surveys that included open and closed-ended questions regarding factors influencing their experience of the adapted teaching methods. Descriptive statistical analysis was used for the quantitative data. Qualitative responses were thematically analyzed. Results One hundred fourteen students (48%) and seven tutors (100%) responded to the surveys. The questionnaires' internal consistency and construct validity were determined using Cronbach's α-Coefficient. There was an overall positive response (86%) to the acceptability of the online platform in clinical skills training. Using online simulations with targeted onsite practice was reported as effective in clinical skills training. Tutors perceived students as well-prepared for the skills laboratory. Five emergent themes, qualified by a linear model of asynchronous and synchronous online and onsite teaching with the evaluation of the instructional design and institutional support, informed the proposed blended learning guide for clinical skills training in the pre-clinical phase. Conclusion Blended clinical skills learning that included the flipped classroom concept was well-accepted. Virtual patients proved a convenient cognitive preparation tool for skills training and potentially optimized teaching delivery. The study found that the adapted teaching frameworks incorporating an online clinical skills component into a modified onsite curriculum augmented learners' ability to transfer knowledge to the clinical skills laboratory. An integrated five-step blended model is proposed for future interventions.
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Affiliation(s)
- L C Enoch
- School of Clinical Medicine, Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - R M Abraham
- School of Clinical Medicine, Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
| | - V S Singaram
- School of Clinical Medicine, Clinical and Professional Practice, College of Health Sciences, University of KwaZulu-Natal, Durban, South Africa
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27
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Santosh KC, GhoshRoy D, Nakarmi S. A Systematic Review on Deep Structured Learning for COVID-19 Screening Using Chest CT from 2020 to 2022. Healthcare (Basel) 2023; 11:2388. [PMID: 37685422 PMCID: PMC10486542 DOI: 10.3390/healthcare11172388] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/12/2023] [Revised: 08/16/2023] [Accepted: 08/22/2023] [Indexed: 09/10/2023] Open
Abstract
The emergence of the COVID-19 pandemic in Wuhan in 2019 led to the discovery of a novel coronavirus. The World Health Organization (WHO) designated it as a global pandemic on 11 March 2020 due to its rapid and widespread transmission. Its impact has had profound implications, particularly in the realm of public health. Extensive scientific endeavors have been directed towards devising effective treatment strategies and vaccines. Within the healthcare and medical imaging domain, the application of artificial intelligence (AI) has brought significant advantages. This study delves into peer-reviewed research articles spanning the years 2020 to 2022, focusing on AI-driven methodologies for the analysis and screening of COVID-19 through chest CT scan data. We assess the efficacy of deep learning algorithms in facilitating decision making processes. Our exploration encompasses various facets, including data collection, systematic contributions, emerging techniques, and encountered challenges. However, the comparison of outcomes between 2020 and 2022 proves intricate due to shifts in dataset magnitudes over time. The initiatives aimed at developing AI-powered tools for the detection, localization, and segmentation of COVID-19 cases are primarily centered on educational and training contexts. We deliberate on their merits and constraints, particularly in the context of necessitating cross-population train/test models. Our analysis encompassed a review of 231 research publications, bolstered by a meta-analysis employing search keywords (COVID-19 OR Coronavirus) AND chest CT AND (deep learning OR artificial intelligence OR medical imaging) on both the PubMed Central Repository and Web of Science platforms.
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Affiliation(s)
- KC Santosh
- 2AI: Applied Artificial Intelligence Research Lab, Vermillion, SD 57069, USA
| | - Debasmita GhoshRoy
- School of Automation, Banasthali Vidyapith, Tonk 304022, Rajasthan, India;
| | - Suprim Nakarmi
- Department of Computer Science, University of South Dakota, Vermillion, SD 57069, USA;
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28
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Ganesh K, Rashid NA, Hasnaoui RE, Assiri R, Cordero MAW. Analysis of female pre-clinical students' readiness, academic performance and satisfaction in online learning: an assessment of quality for curriculum revision and future implementation. BMC MEDICAL EDUCATION 2023; 23:523. [PMID: 37480021 PMCID: PMC10360213 DOI: 10.1186/s12909-023-04503-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/20/2022] [Accepted: 07/07/2023] [Indexed: 07/23/2023]
Abstract
BACKGROUND The acceptance of online courses by medical and dental students, especially during the coronavirus disease 2019 crisis, is substantial, as reported in various studies. However, the unfavourable online learning experiences of the students during the pandemic were also highlighted. As the teaching-learning process is returning to the "new normal," it is necessary to identify online learning domains implemented during the pandemic crisis that may be applied in pre-clinical courses in the future. METHODS A validated Student Online Learning Readiness questionnaire assessed pre-clinical students' online learning competence. Students' academic performance in face-to-face post-pandemic was compared with their performance in online settings during the pandemic crisis. Students' satisfaction with online learning was evaluated using a self-made survey questionnaire. Descriptive statistics, the t-test, and multiple regression analysis were used to analyze the data gathered with a p-value ≤ 0.05 considered statistically significant. RESULTS Except for social skills with classmates and groupmates, in which 47.5% of respondents indicated unreadiness, most students were prepared for online learning. Theory-wise, online learners outperformed traditional learners, but the difference was insignificant. In contrast, students' practical skills in face-to-face modality are significantly higher (p = 0.029). Students rated their satisfaction with online learning higher for interactions with instructors and staff and lower for interactions with classmates and group mates and skill acquisition. CONCLUSION Providing high-quality pre-clinical online teaching was achieved for theoretical components but not practical skills acquisition. Students' social engagement with peers is one of the key elements crucial to online learning success. Academic leaders and curriculum developers must recognize potential gaps as they transition to online learning.
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Grants
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
- Grant No (43- PRFA-P-9) This research project was funded by the Deanship of Scientific Research, Princess Nourah bint Abdulrahman University, through the Program of Research Project Funding After Publication, grant No (43- PRFA-P-9).
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Affiliation(s)
- Kavitha Ganesh
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Najwa Abdur Rashid
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Raja El Hasnaoui
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Rasha Assiri
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia
| | - Mary Anne W Cordero
- College of Medicine, Princess Nourah Bint Abdulrahman University, P.O. Box 84428, Riyadh, 11671, Saudi Arabia.
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29
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Avraham R, Cohen T, Artzi-Medvedik R, Hurvitz N, Cohen O. Effectiveness of a virtual program for OSCE preparation during COVID-19: a descriptive and repeated cross-sectional study among nursing students. BMC Nurs 2023; 22:235. [PMID: 37420222 DOI: 10.1186/s12912-023-01396-5] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/03/2022] [Accepted: 06/22/2023] [Indexed: 07/09/2023] Open
Abstract
BACKGROUND Despite the prevalence of distance learning during COVID-19, conducting clinical training for nursing students remains challenging. In compliance with social-distancing restrictions, a Zoom-based virtual OSCE preparation program for nursing students was designed, and it included clinical skills. The aims of this study were to assess nursing students' satisfaction with a virtual program for Objective Structured Clinical Examination (OSCE) preparation, and to evaluate its learning outcomes measured by OSCE scores as compared to those of in-person preparation programs. METHODS A descriptive and repeated cross-sectional study was designed. Students' satisfaction with the virtual program was based on a post-course survey and personal reflections. OSCE scores of graduates of the virtual program (n = 82) tested in 2021 were compared to those of 337 graduates of in-person programs tested in 2017-2020. RESULTS A post-program survey revealed that 88% of the students in 2021 were satisfied with the virtual program and felt it prepared them properly for the OSCE (26% agree and 62% strongly agree). No significant differences were found between OSCE scores following the virtual program conducted in 2021 and scores following in-person programs conducted in 2017-2020. CONCLUSIONS This study suggests that nursing education can benefit from integrating virtual programs which incorporate clinical practices into the curricula, without harming student competency. The study results may address the problem of maintaining clinical practices in a time of limited accessibility, and in settings of low resources. It is important to expand the investigation to long-term impact of virtual training programs on nursing students' competencies.
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Affiliation(s)
- Rinat Avraham
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel.
| | - Tanya Cohen
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
| | - Rada Artzi-Medvedik
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
| | - Nancy Hurvitz
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
| | - Odeya Cohen
- Department of Nursing, Recanati School for Community Health Professions, Faculty of Health Sciences, Ben-Gurion University of the Negev, POB 653, Beer-Sheva, Israel
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30
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Gardanova Z, Belaia O, Zuevskaya S, Turkadze K, Strielkowski W. Lessons for Medical and Health Education Learned from the COVID-19 Pandemic. Healthcare (Basel) 2023; 11:1921. [PMID: 37444754 DOI: 10.3390/healthcare11131921] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2023] [Revised: 06/27/2023] [Accepted: 07/01/2023] [Indexed: 07/15/2023] Open
Abstract
Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students' knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.
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Affiliation(s)
- Zhanna Gardanova
- Department of Psychotherapy, Pirogov Russian National Research Medical University, Ostrovitianov Str. 1, Moscow 117997, Russia
| | - Olga Belaia
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Svetlana Zuevskaya
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Klavdiya Turkadze
- Department of Infectious Diseases, I.M. Sechenov First Moscow State Medical University (Sechenov University), Trubetskaya Str. 8/2, Moscow 119991, Russia
| | - Wadim Strielkowski
- Department of Trade and Finance, Faculty of Economics and Management, Czech University of Life Sciences Prague, Kamýcká 129, Prague 6, 165 00 Prague, Czech Republic
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31
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Flinspach AN, Sterz J, Neef V, Flinspach MH, Zacharowski K, Ruesseler M, Janker L, Raimann FJ. Rise of public e-learning opportunities in the context of COVID-19 pandemic-induced curtailment of face-to-face courses, exemplified by epidural catheterization on YouTube. BMC MEDICAL EDUCATION 2023; 23:406. [PMID: 37277758 DOI: 10.1186/s12909-023-04409-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/23/2022] [Accepted: 05/29/2023] [Indexed: 06/07/2023]
Abstract
BACKGROUND In the context of the coronavirus pandemic, countless face-to-face events as well as medical trainings were cancelled or moved to online courses, which resulted in increased digitalization in many areas. In the context of medical education, videos provide tremendous benefit for visualizing skills before they are practised. METHODS Based on a previous investigation of video material addressing epidural catheterization available on the YouTube platform, we aimed to investigate new content produced in the context of the pandemic. Thus, a video search was conducted in May 2022. RESULTS We identified twelve new videos since the pandemic with a significant improvement in the new content in terms of procedural items (p = 0.03) compared to the prepandemic video content. Video content released in the course of the COVID-19 pandemic was more often created by private content creators and were significantly shorter in total runtime than those from university and medical societies (p = 0.04). CONCLUSION The profound changes in the learning and teaching of health care education in relation to the pandemic are largely unclear. We reveal improved procedural quality of predominantly privately uploaded content despite a shortened runtime compared to the prepandemic period. This might indicate that technical and financial hurdles to producing instructional videos by discipline experts have decreased. In addition to the teaching difficulties caused by the pandemic, this change is likely to be due to validated manuals on how to create such content. The awareness that medical education needs to be improved has grown, so platforms offer specialized sublevels for high-quality medical videos.
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Affiliation(s)
- Armin N Flinspach
- Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Frankfurt, Goethe University Frankfurt, Theodor-Stern Kai 7, 60590, Frankfurt/Main, Germany.
| | - Jasmina Sterz
- Institute for Medical Didactics and Clinical Simulation, medical faculty, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany
- Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany
| | - Vanessa Neef
- Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Frankfurt, Goethe University Frankfurt, Theodor-Stern Kai 7, 60590, Frankfurt/Main, Germany
| | - Mairen H Flinspach
- Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, Sana Clinic Offenbach GmbH, Offenbach/Main, Germany
| | - Kai Zacharowski
- Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Frankfurt, Goethe University Frankfurt, Theodor-Stern Kai 7, 60590, Frankfurt/Main, Germany
| | - Miriam Ruesseler
- Institute for Medical Didactics and Clinical Simulation, medical faculty, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany
- Department of Trauma, Hand and Reconstructive Surgery, University Hospital Frankfurt, Goethe University Frankfurt, Frankfurt, Germany
| | - Lena Janker
- Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Frankfurt, Goethe University Frankfurt, Theodor-Stern Kai 7, 60590, Frankfurt/Main, Germany
| | - Florian J Raimann
- Department of Anaesthesiology, Intensive Care Medicine and Pain Therapy, University Hospital Frankfurt, Goethe University Frankfurt, Theodor-Stern Kai 7, 60590, Frankfurt/Main, Germany
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Lee J, Choi H, Davis RO, Henning MA. Instructional media selection principles for online medical education and emerging models for the new normal. MEDICAL TEACHER 2023; 45:633-641. [PMID: 36480340 DOI: 10.1080/0142159x.2022.2151884] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
The COVID-19 pandemic, and the resulting need to avoid in-person classes, compelled many faculty members to convert to a completely online instructional format. The literature on selecting media for medical educators, however, provided little assistance for them to make choices that facilitated learning through using alternative online instruction practices. In this study, we addressed the lack of guidance for the use of media to facilitate the effective online medical education. To optimise the transition from face-to-face educational modalities to online learning, we incorporated insights from theories of media synchronicity and learning. We considered the value of existing learning theories in influencing how we could guide entrenched face-to-face educators to online learning practice. Therefore, we employed existing theories and practice to assist in developing an algorithmic approach to guiding these educators. We reassessed the way taxonomies of learning objectives, practice-oriented learning experiences, the social and collaborative features of learning activities, and media synchronicity theory could have augmented face-to-face teaching, and influenced how these could be reconfigured to assist in the transition to online learning. Consequently, we have developed key principles to inform the continuity of design and selection of instructional media in the transition to medical online learning. We have constructed specific criteria for media selection that correspond to the 12 goals of medical learning. We found that the majority of the goals can be more enhanced by synchronous media than asynchronous versions. We discuss the role of instructional media in emergency online medical education as well as emerging models of media selection for the new normal in medical education and future directions for medical education media research.
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Affiliation(s)
- Jihyun Lee
- Department of Dental Education, School of Dentistry & Dental Research Institute, Seoul National University, Seoul, South Korea
| | - Hyoseon Choi
- Department of Medical Education, Chosun University College of Medicine, Gwangju, South Korea
| | - Robert O Davis
- English Linguistics and Language Technology Department, Hankuk University of Foreign Studies, Seoul, South Korea
| | - Marcus A Henning
- Centre for Medical and Health Sciences Education, Faculty of Medical and Health Sciences, The University of Auckland, Auckland, New Zealand
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Varma JR, Fernando S, Ting BY, Aamir S, Sivaprakasam R. The Global Use of Artificial Intelligence in the Undergraduate Medical Curriculum: A Systematic Review. Cureus 2023; 15:e39701. [PMID: 37398823 PMCID: PMC10309075 DOI: 10.7759/cureus.39701] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 05/30/2023] [Indexed: 07/04/2023] Open
Abstract
Artificial intelligence (AI) is a rapidly advancing technology that has the potential to revolutionize medical education. AI can provide personalized learning experiences, assist with student assessment, and aid in the integration of pre-clinical and clinical curricula. Despite the potential benefits, there is a paucity of literature investigating the use of AI in undergraduate medical education. This study aims to evaluate the role of AI in undergraduate medical curricula worldwide and compare AI to current teaching and assessment methods. This systematic review was conducted using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) reporting guidelines. Texts unavailable in English were excluded alongside those not focused on medical students alone or with little mention of AI. The key search terms were "undergraduate medical education," "medical students," "medical education," and "artificial intelligence." The methodological rigor of each study was assessed using the Medical Education Research Study Quality Instrument (MERSQI). A total of 36 articles were screened from 700 initial articles, of which 11 were deemed eligible. These were categorized into the following three domains: teaching (n = 6), assessing (n = 3), and trend spotting (n = 2). AI was shown to be highly accurate in studies that directly tested its ability. The mean overall MERSQI score for all selected papers was 10.5 (standard deviation = 2.3; range = 6 to 15.5) falling below the expected score of 10.7 due to notable weaknesses in study design, sampling methods, and study outcomes. AI performance was synergized with human involvement suggesting that AI would be best employed as a supplement to undergraduate medical curricula. Studies directly comparing AI to current teaching methods demonstrated favorable performance. While shown to have a promising role, there remains a limited number of studies in the field, and further research is needed to refine and establish clear foundations to assist in its development.
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Affiliation(s)
- Jonny R Varma
- Undergraduate Medical Education, Barts and The London School of Medicine and Dentistry, London, GBR
| | - Sherwin Fernando
- Undergraduate Medical Education, Barts and The London School of Medicine and Dentistry, London, GBR
| | - Brian Y Ting
- Undergraduate Medical Education, Barts and The London School of Medicine and Dentistry, London, GBR
| | - Shahrukh Aamir
- Undergraduate Medical Education, Barts and The London School of Medicine and Dentistry, London, GBR
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Roman A, Marshall BG, Barry DL, Cable S. A Qualitative Study of Medical Students' Perspectives on Distance Learning During COVID-19. MEDICAL SCIENCE EDUCATOR 2023; 33:459-464. [PMID: 37251201 PMCID: PMC9978268 DOI: 10.1007/s40670-023-01761-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/14/2023] [Indexed: 05/31/2023]
Abstract
Introduction With the Coronavirus disease 2019 [COVID-19] pandemic, changes were undertaken out of necessity to allow medical students to continue their education. The aim of this study is to create key themes for educators to consider when implementing distance learning strategies into the curriculum based on 2nd year graduate entry medical students experience of learning and engagement with the use of distance learning during the COVID-19 pandemic. Materials and Methods A qualitative study with a phenomenological methodology was set within a constructivist paradigm. A volunteer sampling strategy was used to recruit participants. Nine semi-structured, audio-recorded interviews were undertaken and transcribed verbatim. A thematic analysis was undertaken of the transcripts using the Braun and Clarke framework with an open-coded approach. Results Exploration of the student experience generated an understanding of the learning process. The concept of adaptability emerged based on the themes of technology, environment, study skills and human interaction. Discussion Necessary changes to the formal curriculum affected medical students learning and experience that demanded adaptability. The 'new normal' generated a context within which students were communicating and interacting in ways creating individual challenges for students and educators. Conclusion With the advancements in information, communication and technology, distance learning is likely to be further incorporated in undergraduate training long term. Its position should be one that is harmonious within the wider educational realm that engages and meets the needs of the students. The rich understanding exposes adaptations and considerations for educators to improve the student experience.
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Affiliation(s)
- Alexandrina Roman
- Faculty of Medicine, University of Southampton, Southampton, UK
- Anaesthetic Department, University Hospital Southampton, Southampton, UK
| | - Ben G. Marshall
- Faculty of Medicine, University of Southampton, Southampton, UK
| | - D. L. Barry
- Faculty of Medicine, University of Southampton, Southampton, UK
- Anaesthetic Department, University Hospital Southampton, Southampton, UK
| | - Stuart Cable
- Centre for Medical Education, University of Dundee, Dundee, Scotland
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Al-Said K. Influence of teacher on student motivation: Opportunities to increase motivational factors during mobile learning. EDUCATION AND INFORMATION TECHNOLOGIES 2023:1-19. [PMID: 37361739 PMCID: PMC10050794 DOI: 10.1007/s10639-023-11720-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/14/2022] [Accepted: 03/08/2023] [Indexed: 06/28/2023]
Abstract
Amid the COVID-19 lockdown many countries have replaced traditional learning with remote or mobile one. It was noted that students' motivation has become much less with the transition to distance learning. This study analyzes how motivational processes influence mobile learning quality and aimed to analyze the factors boosted the motivation of students to learn in modern conditions of isolation and identify the major demotivating factors affecting the quality of mobile learning. Motivation is considered a key factor in improving students' involvement in distance learning. The author surveyed 200 students and 46 teachers of The University of Jordan and Jordan University of Science and Technology regarding the factors that influenced their motivation in terms of mobile learning. The results revealed that 178 out of 200 participants agreed that intrinsic motivation impacted their interest in mobile learning. Some 78% of the students approved of mobile learning, while the remaining 22% believe it is necessary to return to the traditional face-to-face education format. The importance of feedback and communication with teachers and its impact on the process of mobile learning is considered. The role of built-in mechanisms in information systems and the positive role of gamification is equally important. Plug-ins compatible with the convenient WordPress system, i.e. applications that help organize the educational process were examined in the scientific work. The specific recommendations for raising the motivation of students in the learning process, which can be used by relevant institutions worldwide presented.
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Affiliation(s)
- Khaleel Al-Said
- Department of Educational Technology, Faculty of Arts and Educational Sciences, Middle East University, Amman, Jordan
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Sadeghinezhad J. Online veterinary anatomy education during Covid-19 pandemic in Iran: Challenges and opportunities. Vet Med Sci 2023. [PMID: 36943939 DOI: 10.1002/vms3.1123] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2022] [Revised: 01/28/2023] [Accepted: 03/03/2023] [Indexed: 03/23/2023] Open
Abstract
BACKGROUND The covid-19 pandemic changed veterinary anatomy in-person training to inexperienced virtual training rapidly. OBJECTIVES This survey was designed to assess the perceptions of first- and second-year Iranian veterinary students on learning outcomes during the online transition. METHODS The opinions of 684 students were examined using questionnaire. RESULTS The data showed that 23.8% of students were interested in learning anatomy online and 24.8% were satisfied with it. Only 13.5% of the students in the survey generally agree with replacing remote teaching with ordinary training. Less than 1% of students considered online education suitable for the practical part of anatomy. Most of the students' sources for theoretical part included professor's booklets, narrated PowerPoint lectures, in-class notes, and anatomy books. Professors' dissection videos, YouTube videos and also anatomy atlases were the most used sources for practical part. Many students (69.3%) were comfortable using technology. Few numbers of the students (36.1%) were satisfied with the result of the online anatomy exam. Students commented missing dissection, lack of interaction and technology challenges as main negative-points of E-learning. While time management and reviewing the recorded lessons was described as one of the most important benefits. CONCLUSIONS Online education cannot replace face-to-face education in anatomy and it can be used along ordinary training as an additional educational tool. However, group online learning activities, using dissection videos and 3-D software are suggested for online learning. The data of this study, collected for the first time in Iran, can be used for future decisions in veterinary anatomy.
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Affiliation(s)
- Javad Sadeghinezhad
- Department of Basic Sciences, Faculty of Veterinary Medicine, University of Tehran, Tehran, Iran
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Bak SY, Saglik B, Inglehart MR. Introducing dental students to complete denture treatment in times of COVID-19: Students' responses. J Dent Educ 2023; 87:313-325. [PMID: 36251354 DOI: 10.1002/jdd.13117] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2022] [Revised: 08/12/2022] [Accepted: 09/17/2022] [Indexed: 11/08/2022]
Abstract
OBJECTIVES The COVID-19 pandemic required changes in the complete denture courses to comply with lock-in and social distancing requirements. The objectives were to assess (a) dental students' interest in a required complete denture course and the prosthodontics specialty, (b) how much time students spent on studying background, lab, and clinical content, and (c) how difficult and helpful course components were. Additionally, open-ended responses concerning what the students liked and what they wanted to have changed were analyzed as well. METHODS After this "complete denture" course, 81 of 109 students responded to a web-based survey with questions about course content and design. This hybrid course consisted of weekly asynchronous virtual lectures, in-person simulated laboratory (sim lab) exercises, and synchronous virtual workshops. RESULTS Exactly 53.7% were much/very much interested in this course, with nobody considering prosthodontics as their specialty. The students studied on average of 79.61 minutes for 1 hour (of background-related lecture, 69.92 minutes for a lab-based lecture, and 77.00 minutes for a clinical-content lecture (p < 0.001). They evaluated clinical content as most difficult, lab content as less difficult, and background material as least difficult (3-point scale with 1 = not at all difficult: means = 1.90/1.85/1.80; p < 0.001). They rated background lectures as least helpful, clinical material as more helpful, and lab content as most helpful (5-point scale with 1 = most helpful: means = 2.33/2.67/2.96; p < 0.001). Open-ended answers showed exceptionally positive responses for content and pedagogy of sim lab and clinical content. CONCLUSIONS Gaining a better understanding of students' responses to hybrid "complete denture" courses is critical for optimally teaching this material in times of COVID-19.
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Affiliation(s)
- Sun-Yung Bak
- Department of Biologic and Material Sciences and Prosthodontics at University of Michigan - School of Dentistry, Ann Arbor, Michigan, USA
| | - Berna Saglik
- Department of Periodontics and Oral Medicine, School of Dentistry & Adjunct Professor, Department of Psychology, College of Literature, Science & Arts (LS&A), University Diversity and Social Transformation Professor at the University of Michigan, University of Michigan, Ann Arbor, Michigan, USA
| | - Marita R Inglehart
- Department of Biologic and Material Sciences and Prosthodontics at University of Michigan - School of Dentistry, Ann Arbor, Michigan, USA
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Maqableh W, Alzyoud FY, Zraqou J. The use of facial expressions in measuring students' interaction with distance learning environments during the COVID-19 crisis. VISUAL INFORMATICS 2023; 7:1-17. [PMID: 36312746 PMCID: PMC9595381 DOI: 10.1016/j.visinf.2022.10.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 03/09/2022] [Revised: 10/06/2022] [Accepted: 10/09/2022] [Indexed: 06/16/2023]
Abstract
Digital learning is becoming increasingly important in the crisis COVID-19 and is widespread in most countries. The proliferation of smart devices and 5G telecommunications systems are contributing to the development of digital learning systems as an alternative to traditional learning systems. Digital learning includes blended learning, online learning, and personalized learning which mainly depends on the use of new technologies and strategies, so digital learning is widely developed to improve education and combat emerging disasters such as COVID-19 diseases. Despite the tremendous benefits of digital learning, there are many obstacles related to the lack of digitized curriculum and collaboration between teachers and students. Therefore, many attempts have been made to improve the learning outcomes through the following strategies: collaboration, teacher convenience, personalized learning, cost and time savings through professional development, and modeling. In this study, facial expressions and heart rate are used to measure the effectiveness of digital learning systems and the level of learners' engagement in learning environments. The results showed that the proposed approach outperformed the known related works in terms of learning effectiveness. The results of this research can be used to develop a digital learning environment.
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Affiliation(s)
- Waleed Maqableh
- Luminus Technical University College, SAE Amman Institute, Amman, Jordan
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Laurens LM, Bañeras J, Biarnés A, Nuñez S. [Simulation in healthcare during COVID-19: An experience with residents in Anaesthesiology]. REVISTA ESPANOLA DE ANESTESIOLOGIA Y REANIMACION 2023; 70:77-82. [PMID: 34840352 PMCID: PMC8610838 DOI: 10.1016/j.redar.2021.08.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 08/01/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND The restrictions to stop COVID-19 pandemic have had a negative impact in simulation. However, it is imperative to develop new strategies that facilitate healthcare education. OBJECTIVE To describe a simulation in healthcare based on the learning of non-technical skills and performed under the restrictions of COVID-19 pandemic. METHODS Quasi-experimental study of an educational activity performed through simulation with Anaesthesiology residents in November 2020. Twelve residents participated in 2 consecutive days. A questionnaire was filled related to the performance of non-technical skills that encompasses leadership, teamwork and decision making. The complexity of the scenarios and the non-technical skills results obtained between the 2 days were analysed. Advantages and challenges were documented when a clinical simulation is performed under COVID-19 restrictions. RESULTS The global performance of the teams improved when comparing first and second day (79.5 vs. 88.6%, P < .01). Leadership was the worst section rated, however, was the one that showed the best improvement (70 vs. 87.5%, P < .01). The complexity of the simulation cases had no relation with the group performance in leadership and teamwork but affected task management results. General satisfaction was over 75%. The main challenges to develop the activity were the technology required to adapt virtuality to simulation and the time spent for the preparation of it. No cases of COVID-19 were reported within the first month after the activity. CONCLUSION Clinical simulation can be done in the context of COVID-19 pandemic, obtaining satisfactory learning results but requiring the adaptation of institutions to the new challenges it implies.
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Affiliation(s)
- L M Laurens
- Servicio de Anestesiología, Reanimación y Tratamiento del Dolor, Vall d'Hebron Hospital Universitari, Barcelona, España
| | - J Bañeras
- Servicio de Cardiología, Vall d'Hebron centre Simulació Clínica Avançada (VH_Centre de Simulació Clínica Avançada), Direcció de Docència, Vall d'Hebron Hospital Universitari, Barcelona, España
| | - A Biarnés
- Servicio de Anestesiología, Reanimación y Tratamiento del Dolor, Vall d'Hebron centre Simulació Clínica Avançada (VH_Centre de Simulació Clínica Avançada), Vall d'Hebron Hospital Universitari, Barcelona, España
| | - S Nuñez
- Servicio de Anestesiología, Reanimación y Tratamiento del Dolor, Vall d'Hebron centre Simulació Clínica Avançada (VH_Centre de Simulació Clínica Avançada), Vall d'Hebron Hospital Universitari, Barcelona, España
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Ayoubieh H, Alkhalili E, Nino D, Coue M, Herber-Valdez C, Pfarr CM. Analysis of Pre-clerkship Medical Students' Perceptions and Performance During the COVID-19 Pandemic. MEDICAL SCIENCE EDUCATOR 2023; 33:147-156. [PMID: 36688011 PMCID: PMC9838249 DOI: 10.1007/s40670-022-01723-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 12/16/2022] [Indexed: 06/17/2023]
Abstract
PURPOSE Virtual instruction became the primary educational delivery method for pre-clerkship medical students during the COVID-19 pandemic. The aims of this study were to evaluate the effectiveness of a virtual and blended pre-clerkship curriculum and to assess its impact on students. METHODS We surveyed 223 1st- and 2nd-year medical students (MS1s and MS2s) enrolled at the Paul L Foster School of Medicine. We analyzed student satisfaction with their courses, along with summative exam scores, compared to previous academic years. RESULTS The survey was completed by 125 of 223 students (56%). Most students changed their study methods (78%), experienced technical issues (85%), and had difficulty communicating with faculty (62%). MS1s were significantly more likely than MS2s to report difficulty in adjusting to virtual instruction (p = 0.037) and a negative impact on their learning skills (p = 0.005) and academic performance (p = 0.003). Students reported the virtual environment negatively affected their social skills (77%), connectedness to peers (89%), and professional development (62%). MS1s were more likely than MS2s to perceive a negative effect on their sense of wellness (p = 0.002). The overall satisfaction with the courses was similar to previous academic years. Student performance in the summative examination of the first virtually delivered unit was lower (p = 0.007) than the previous year's cohorts. CONCLUSION The difference in MS1s and MS2s perceptions of virtual and blended instruction highlights the importance of face-to-face learning during the first year. Benefits and drawbacks were identified which may help inform educators when designing future learning models. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01723-6.
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Affiliation(s)
- Houriya Ayoubieh
- Department of Medical Education, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Eyas Alkhalili
- Department of Surgery, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Diego Nino
- Department of Medical Education, Florida International University, Miami, FL USA
| | - Martine Coue
- Department of Medical Education, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Christiane Herber-Valdez
- Department of Medical Education, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
| | - Curt M. Pfarr
- Department of Medical Education, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA
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Laurens LM, Bañeras J, Biarnés A, Nuñez S. Simulation in healthcare during COVID-19: An experience with residents in Anaesthesiology. REVISTA ESPANOLA DE ANESTESIOLOGIA Y REANIMACION 2023; 70:77-82. [PMID: 36813026 PMCID: PMC9940464 DOI: 10.1016/j.redare.2021.08.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 08/01/2021] [Indexed: 02/22/2023]
Abstract
BACKGROUND The restrictions to stop COVID-19 pandemic have had a negative impact in simulation, however, it is imperative to develop new strategies that facilitate healthcare education. OBJECTIVE To describe a simulation in healthcare based on the learning of Non-Technical Skills (NTS) and performed under the restrictions of COVID-19 Pandemic. METHODS Quasi-experimental study of an educational activity performed through simulation with anaesthesiology residents in November 2020. Twelve residents participated in two consecutive days. A questionnaire was filled related to the performance of NTS that encompasses leadership, teamwork and decision making. The complexity of the scenarios and the NTS results obtained between the two days were analysed. Advantages and challenges were documented when a clinical simulation is performed under COVID-19 restrictions. RESULTS The global performance of the teams improved when comparing first and second day (79.5% vs 88.6%, p<0.01). Leadership was the worst section rated, however, was the one that showed the best improvement (70% vs 87.5%, p<0.01). The complexity of the simulation cases had no relation with the group performance in leadership and teamwork but affected task management results. General satisfaction was over 75%. The main challenges to develop the activity were the technology required to adapt virtuality to simulation and the time spent for the preparation of it. No cases of COVID-19 were reported within the first month after the activity. CONCLUSION Clinical simulation can be done in the context of COVID-19 Pandemic, obtaining satisfactory learning results but requiring the adaptation of institutions to the new challenges it implies.
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Affiliation(s)
- L M Laurens
- Servicio de Anestesiología, Reanimación y Tratamiento del Dolor, Vall d'Hebron Hospital Universitari, Barcelona, Spain
| | - J Bañeras
- Servicio de Cardiología, Vall d'Hebron centre Simulació Clínica Avançada (VH_Centre de Simulació Clínica Avançada), Direcció de Docència, Vall d'Hebron Hospital Universitari, Barcelona, Spain.
| | - A Biarnés
- Servicio de Anestesiología, Reanimación y Tratamiento del Dolor, Vall d'Hebron centre Simulació Clínica Avançada (VH_Centre de Simulació Clínica Avançada), Vall d'Hebron Hospital Universitari, Barcelona, Spain
| | - S Nuñez
- Servicio de Anestesiología, Reanimación y Tratamiento del Dolor, Vall d'Hebron centre Simulació Clínica Avançada (VH_Centre de Simulació Clínica Avançada), Vall d'Hebron Hospital Universitari, Barcelona, Spain
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Going Virtual: A Virtual Summer Physical Medicine and Rehabilitation Externship Experience for Medical Students. Am J Phys Med Rehabil 2023; 102:71-74. [PMID: 36228184 DOI: 10.1097/phm.0000000000002109] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 02/04/2023]
Abstract
ABSTRACT Opportunities for early medical student exposure to the field of physical medicine and rehabilitation (PM&R) are desirable for promoting the field as a career choice and are useful for introducing students to the care of people with disabilities. The COVID-19 pandemic disrupted medical education and caused the cancellation of many in-person clinical programs, including the Medical Student Summer Clinical Externship in PM&R supported by the Association of Academic Physiatrists. This article describes the process by which an in-person summer clinical externship program was effectively converted into a Virtual PM&R Experience using a combination of independent assignments and small-group sessions. A total of 87 medical students completed the Virtual PM&R Experience over two summers. The participants of the program met the program learning objectives, including enhancing their understanding of physiatry as a career and recognizing the medical and social issues that affect persons with disability.
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Patra A, Pushpa NB, Ravi KS. Visualization in Anatomy Education. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2023; 1406:171-186. [PMID: 37016115 DOI: 10.1007/978-3-031-26462-7_8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 04/06/2023]
Abstract
In the post-pandemic era, one of the significant challenges for anatomy teachers is to reciprocate the experience of practical exposure while teaching the subject to undergraduates. These challenges span from conducting cadaveric dissections to handling real human bones, museum specimens, and tissue sections in the histology lab. Such exposures help the instructors to develop interactive communication with their fellow students and thus help to enhance communication skills among them. Recently, anatomy teachers all over the world started using cutting-edge educational technologies to make teaching-learning experiences for students more engaging, interesting, and interactive. Utilizing such cutting-edge educational technologies was an "option" prior to the pandemic, but the pandemic has significantly altered the situation. What was previously an "option" is now a "compulsion." Despite the fact that the majority of medical schools have resumed their regular on-campus classes, body donation and the availability of cadavers remain extremely limited, resulting in a deadlock. Anatomy teachers must incorporate cutting-edge educational technologies into their teaching and learning activities to make the subject more visual. In this chapter, we have attempted to discuss various new technologies which can provide a near-realistic perception of anatomical structures as a complementary tool for dissection/cadaver, various visualization techniques currently available and explore their importance as a pedagogic alternative in learning anatomy. We also discussed the recent advancement in visualization techniques and the pros and cons of technology-based visualization. This chapter identifies the limitations of technology-based visualization as a supplement and discusses effective utilization as an adjunct to the conventional pedagogical approaches to undergraduate anatomy education.
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Affiliation(s)
- Apurba Patra
- Department of Anatomy, All India Institute of Medical Sciences, Bathinda, Bathinda, Punjab, India
| | | | - Kumar Satish Ravi
- Department of Anatomy, All India Institute of Medical Sciences, Rishikesh, Rishikesh, Uttarakhand, India
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Bakhtiari Z, Hanifi N, Varjoshani NJ. The Relationship Between Cultural Intelligence and Cultural Competence of Students of Nursing and Midwifery During COVID-19: A Cross-Sectional Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231184042. [PMID: 37435473 PMCID: PMC10331205 DOI: 10.1177/23821205231184042] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 01/19/2023] [Accepted: 06/07/2023] [Indexed: 07/13/2023]
Abstract
Objectives This study aimed to determine the relationship between cultural intelligence and cultural competence (CC) of the school of nursing and midwifery students from the Zanjan University of Medical Sciences in 2020-2021. Methods This cross-sectional study was conducted on 245 from 600 nursing and midwifery students of the Zanjan University of Medical Sciences from November 24, 2020, to March 18, 2021. Data were collected using three questionnaires of demographic information, Cultural Intelligence Scale, and The Nurse Cultural Competence Scale. Data analysis was done through Pearson's test and the logistic regression model using SPSS Version 22. Results The response rate was 40.83%. The results showed that the total score of cultural intelligence had a strong positive relationship with CC (r = 0.88). Also, the logistic regression model showed that the cultural intelligence variable could predict nursing and midwifery students' CC (B = 0.1, P = .013). Conclusion It is recommended to pay more attention to increasing the cultural intelligence and CC of nursing and midwifery students.
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Affiliation(s)
- Zeynab Bakhtiari
- Department of Critical Care and Emergency Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Nasrin Hanifi
- Department of Critical Care and Emergency Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
| | - Nasrin Jafari Varjoshani
- Department of Community Health Nursing, School of Nursing and Midwifery, Zanjan University of Medical Sciences, Zanjan, Iran
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Sum M, Oancea A. The use of technology in higher education teaching by academics during the COVID-19 emergency remote teaching period: a systematic review. INTERNATIONAL JOURNAL OF EDUCATIONAL TECHNOLOGY IN HIGHER EDUCATION 2022; 19:59. [PMID: 36531306 PMCID: PMC9747262 DOI: 10.1186/s41239-022-00364-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 09/04/2022] [Indexed: 06/17/2023]
Abstract
This paper presents a systematic review of scholarly efforts that uniquely emerged at the onset of the COVID-19 pandemic and focused primarily on higher education teachers' perspectives on technology use and on associated changes in the relationship between teachers and students amidst the transition to emergency remote teaching worldwide. Our narrative synthesis of 32 studies, the majority of which come from lower-and middle-income countries/regions, suggests that numerous factors interact to shape academics' technology use in emergency remote teaching across higher education contexts. We report strong findings of teachers' resilience and resourcefulness in their self-exploration of various technologies and teaching strategies in response to the continued severity of the pandemic. Ultimately, this review suggests directions for further research on engaging educational leaders and faculty in reimagining teaching as not only a core academic function of higher education, but also, and importantly, a humanising experience shaped by an ethics of care.
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Affiliation(s)
- McQueen Sum
- Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY UK
| | - Alis Oancea
- Department of Education, University of Oxford, 15 Norham Gardens, Oxford, OX2 6PY UK
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Qiu T, Lu Q, Luo Y, Ling W. International curriculum for undergraduate sonographer education in China during the COVID-19 era: International remote teaching mode vs. domestic on-site teaching mode. Front Public Health 2022; 10:1083108. [PMID: 36568769 PMCID: PMC9780291 DOI: 10.3389/fpubh.2022.1083108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/28/2022] [Accepted: 11/14/2022] [Indexed: 12/13/2022] Open
Abstract
Background Sichuan University West China Medical School was the first institution in China to develop an undergraduate sonographer education program in 2016. This program was certificated by American Registry for Diagnostic Medical Sonography (ARDMS) and students are qualified for the ARDMS credential verification test. In this 4-year program, the international curriculum of ultrasound physics and hemodynamics was set for students in the third year since 2018. This study is aimed to compare the teaching effect of international remote teaching mode and domestic on-site teaching mode of this international curriculum before and during the COVID-19 pandemic. Methods All undergraduate sonographer students after completing ultrasound physics and hemodynamics in the academic years 2018-2019 (30 students; before the COVID-19 pandemic) and 2020-2021 (47 students; during the COVID-19 pandemic) were included in the study. The scores of 77 students were analyzed for their curriculum. Independent samples t-test or Mann-Whitney test was employed to compare students' scores before and during the COVID-19 pandemic. The Chi-square test was used to compare students' feedback about this curriculum through an online self-administered questionnaire. A p < 0.05 was considered statistically significant. Results Total scores were comprised of four parts: in-class tests, homework, mid-term, and final exam scores. The mean in-class test score for domestic on-site teaching mode during the COVID-19 pandemic was significantly higher than that for international remote teaching mode before the COVID-19 pandemic. However, there was no observed a statistically significant difference in homework, mid-term, final exam, and total scores between the two types of teaching modes. For questionnaire feedback, no significant difference was observed between the two groups regarding the satisfaction toward teachers, class atmosphere, teaching mode, curriculum content, exam difficulty, scores, and knowledge students gained. For the overall evaluation of the curriculum, 73.3% (22/30) of students were very satisfied before the COVID-19 pandemic, while 44.7% (21/47) of students felt very satisfied during the COVID-19 pandemic (p = 0.02). Conclusion The general teaching effect of domestic on-site teaching mode during the COVID-19 pandemic was comparable to that of international remote teaching mode before the COVID-19 pandemic, and domestic on-site teaching mode may provide a better in-class teaching effect.
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Lee BE, Zlotshewer BA, Mayeda RC, Kaplan LI. Impact of Online-Only Instruction on Preclinical Medical Education in the Setting of COVID-19: Comparative Analysis of Online-Only Vs. Hybrid Instructions on Academic Performance and Mental Wellbeing. MEDICAL SCIENCE EDUCATOR 2022; 32:1367-1374. [PMID: 36245945 PMCID: PMC9540297 DOI: 10.1007/s40670-022-01650-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/27/2022] [Indexed: 05/19/2023]
Abstract
INTRODUCTION With the onset of the COVID-19 pandemic, many medical schools were forced to adopt a virtual learning environment. The purpose of this study is to investigate the impact of online-only instruction compared to online and in-person (hybrid) instruction on educational performance, wellbeing, and course satisfaction. METHODS We performed a descriptive cross-sectional survey of second-year medical students following a transition to online-only and hybrid instruction. Of the 198 total students, we collected 61 responses (42.6% [N = 26] male, 55.7% [N = 34] female, 1.6% [N = 1] preferred not to specify). 49.2% of the participants were in the online-only group. 50.8% of the participants were in the hybrid group. RESULTS There was a significantly lower mean final grade in the online-only group compared to the hybrid group (p = 0.04293). In contrast, there was no significant difference in measures of wellbeing (p = 0.6858) or course satisfaction (p = 0.9332). CONCLUSION Our study suggests that hybrid instructional delivery may be more effective than online-only instructional delivery for academic performance. However, there was no significant difference in mental wellbeing between either form of teaching. Students report that mental wellbeing was considerably impacted by factors related to the home environment as well as by unique concerns associated with the COVID-19 pandemic. While the online-only model may have been the safest-and only-option for many medical schools during the COVID-19 pandemic, we advise caution in transitioning to a complete online format without carefully designing the online curriculum to account for the negative impact it may have on student education. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01650-6.
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Affiliation(s)
- Briana E. Lee
- Lewis Katz School of Medicine, 3500 N Broad St, Philadelphia, PA 19140 USA
| | | | - Rebecca C. Mayeda
- Lewis Katz School of Medicine, 3500 N Broad St, Philadelphia, PA 19140 USA
| | - Lawrence I. Kaplan
- Section of General Internal Medicine, Lewis Katz School of Medicine, Philadelphia, PA USA
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Fahim A, Rana S, Haider I, Jalil V, Atif S, Shakeel S, Sethi A. From text to e-text: perceptions of medical, dental and allied students about e-learning. Heliyon 2022; 8:e12157. [DOI: 10.1016/j.heliyon.2022.e12157] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2022] [Revised: 10/19/2022] [Accepted: 11/29/2022] [Indexed: 12/13/2022] Open
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Ingram H, Rodriguez L, Meka J, Tumin D, Charles S. PhysioCamp: Cultivating Leaders Throughout Medical School. MEDICAL SCIENCE EDUCATOR 2022; 32:1309-1312. [PMID: 36415503 PMCID: PMC9672619 DOI: 10.1007/s40670-022-01686-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 11/07/2022] [Indexed: 06/16/2023]
Abstract
To prepare medical students for leadership roles, medical student organizations should provide longitudinal leadership opportunities spanning the entire duration of the medical school curriculum. These long-term roles need to be adaptable to medical students' changing and busy schedules, provide a robust structure for communication, improve access to resources and mentors, and allow autonomy for individual decisions to facilitate effective engagement as a leader. We describe the design of a student-led organization, PhysioCamp, which facilitates opportunities for longitudinal medical student leadership through an internship program for high school graduates.
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Affiliation(s)
- Holly Ingram
- Brody School of Medicine, East Carolina University, Greenville, NC USA
- Wake Forest School of Medicine, Winston-Salem, NC USA
| | - Lauren Rodriguez
- Thomas D. Arthur Graduate School of Business, East Carolina University, Greenville, NC USA
- College of Sciences and Mathematics, Auburn University, Auburn, AL USA
| | - Jahnavi Meka
- Drexel University College of Medicine, Philadelphia, PA USA
| | - Dmitry Tumin
- Brody School of Medicine, East Carolina University, Greenville, NC USA
| | - Stephen Charles
- Baylor College of Medicine, School of Medicine Temple Campus, Temple, TX USA
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Gonzalez P, Moreno M, Iida T, Sieck B, Bester J, Simanton E. Incorporation of Comprehensive Examinations for a Time-Efficient Remediation Method. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1417-1422. [PMID: 36420476 PMCID: PMC9677984 DOI: 10.2147/amep.s376808] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/08/2022] [Accepted: 10/12/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND Remediation in medical school should be a time-limited, and highly structured process that addresses student deficiencies and allows them to prove content competency before progressing in the curriculum. In this study, we analyze the use of a comprehensive end-of semester final examination in the remediation process for pre-clinical students at Kirk Kerkorian School of Medicine (KSOM). Faculty time utilized is analyzed and compared with the previously employed remediation process. METHODS Administered to all students at the end of each semester is a comprehensive examination consisting of a sufficient number of faculty-selected questions relating to each organ system covered with a 75% passing threshold. A student must also demonstrate competency of any failed system examination content to remediate successfully. The performance of those who did not exhibit competency was analyzed to identify areas of deficiency then an individualized exam would then be administered. The total remediation time spent by faculties and students was then analyzed. RESULTS KSOM Class of 2024 results showed that faculty were able to yield significant savings in time spent on remediation. Faculty spent 45 total remediation hours for the Class of 2024, compared to 400 hours remediating using the paper-based assignment method for the Class of 2021. With the transition to comprehensive end-of-semester final examinations, a total of 355 hours were saved. Furthermore, faculty used an average 1.07 hours/student with end-of-semester comprehensive examinations. The saved time allows faculty to work on improving the overall curriculum for all students rather than focusing on a limited number of students. CONCLUSION Utilizing comprehensive end-of-semester final examinations notably decreased the amount of faculty time spent per semester on remediation. Further evaluation is required to evaluate long-term effectiveness on content competency and would further be strengthened by a multi-institutional comparison.
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Affiliation(s)
- Pedro Gonzalez
- Educational Outcomes and Assessment, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA
| | - Marvi Moreno
- Educational Outcomes and Assessment, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA
| | - Thomas Iida
- Educational Outcomes and Assessment, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA
| | - Blake Sieck
- Educational Outcomes and Assessment, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA
| | - Johan Bester
- Educational Outcomes and Assessment, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA
| | - Edward Simanton
- Educational Outcomes and Assessment, Kirk Kerkorian School of Medicine at UNLV, Las Vegas, NV, USA
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