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Bell L, Lemos E, Krimphove J, Kaiser S, Guerra-Giraldez C, Lemos M. vSEMERA: pilot project assessing health profession students' experiences in an international virtual research program. BMC MEDICAL EDUCATION 2024; 24:606. [PMID: 38824559 PMCID: PMC11143557 DOI: 10.1186/s12909-024-05528-6] [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: 01/30/2024] [Accepted: 05/07/2024] [Indexed: 06/03/2024]
Abstract
BACKGROUND The "Virtual Semester for Medical Research Aachen" (vSEMERA) is an international, interdisciplinary, virtual education program developed for health profession students. The first edition (2021) was hosted by the Medical Faculty of RWTH Aachen University (Germany) in cooperation with Centro Universitário Christus (Brazil) and Universidad Peruana Cayetano Heredia (Peru). The primary aim of the 12-weeks program was to provide students with skills in health science research and prepare them for scientific career paths. METHODS vSEMERA was built on a virtual learning platform, the "vSEMERA-Campus", designed to foster students' learning process and social interactions. Maximum flexibility was offered through synchronous and asynchronous teaching, enabling participants to join via any device from any part of the Globe alongside their regular studies. For the program's first edition (September - November 2021), health profession students from Germany, Brazil, Peru, Spain, and Italy filled all 30 available spots. Satisfaction, quality of the program and courses offered, as well as perceived learning outcomes, were examined using questionnaires throughout and at the end of the program. RESULTS The program received a rating of 4.38 out of 5 stars. While it met most expectations (4.29 out of 5), participants were unable to attend as many courses as intended (2.81 out of 5), mainly due to scheduling conflicts with the home university schedule (46%), internships (23%), and general timing issues (31%). Participants acknowledged considerable improvements in their scientific skills, English language skills, confidence in scientific project management, research career progression, and enthusiasm for a scientific career. CONCLUSIONS vSEMERA represents a promising example of an online international learning and exchange program using pedagogical and technological elements of virtual collaboration and teaching. In addition to advancing future vSEMERA editions, our results may offer insights for similar projects that address the targeted integration of scientific research education into an international, digital learning environment.
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Affiliation(s)
- Laura Bell
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Aachen, Germany
| | - Eliana Lemos
- Dean of Studies and Teaching Office, RWTH Aachen University, Aachen, Germany
| | - Jan Krimphove
- Centro Universitário Christus (Unichristus), Fortaleza, Brazil
| | - Stephanie Kaiser
- Institute for History, Theory and Ethics of Medicine, Medical Faculty, RWTH Aachen University, Aachen, Germany
- Mauthausen Memorial, Vienna, Austria
| | - Cristina Guerra-Giraldez
- Institutional Affairs and Internationalization, School of Science and Engeneering, Universidad Peruana Cayetano Heredia, Lima, Peru
| | - Martin Lemos
- Audiovisual Media Center, Medical Faculty, RWTH Aachen University, Aachen, Germany.
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Rai N, Chang A, Kass A, Berger S, Sein AS, De A. Impact of an Online Curriculum on Trainee Learning during a Pediatric Pulmonary Elective. ATS Sch 2024; 5:254-258. [PMID: 38957490 PMCID: PMC11215994 DOI: 10.34197/ats-scholar.2023-0119br] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/04/2023] [Accepted: 01/26/2024] [Indexed: 07/04/2024] Open
Affiliation(s)
- Nooralam Rai
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
| | - Audrey Chang
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
| | - Alexandra Kass
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
| | - Sophie Berger
- Department of Pediatrics, Columbia University Irving Medical Center, New York, New York
| | - Aubrie Swan Sein
- Department of Pediatrics, Columbia University Irving Medical Center, New York, New York
| | - Aliva De
- Division of Pediatric Pulmonology, Columbia University Irving Medical Center, Vagelos College of Physicians and Surgeons, New York, New York; and
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Meyer B, Riedel F, Amann N, Graf A, Stuehrenberg A, Ritter V, Wallwiener M, Heublein S, Recker F, Weiss M, Riedel M. Exploring the current state of clinical and practical teaching in obstetrics and gynecology in the era of competency-based education: a nationwide survey among German teaching coordinators. BMC MEDICAL EDUCATION 2024; 24:165. [PMID: 38383443 PMCID: PMC10880315 DOI: 10.1186/s12909-024-05138-2] [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: 04/24/2023] [Accepted: 02/05/2024] [Indexed: 02/23/2024]
Abstract
BACKGROUND Obstetrics and gynecology (OB/GYN) is an essential medical field that focuses on women's health. Universities aim to provide high-quality healthcare services to women through comprehensive education of medical students. In Germany, medical education is undergoing a phase of restructuring towards the implementation of competency-based learning. The objective of the current survey was to gain insights into the teaching methods, resources, and challenges at German medical universities in the field OB/GYN. This aims to document the current state of medical education and derive potential suggestions for improvements in the era of competency-based learning. The survey was conducted with teaching coordinators from the majority of OB/GYN departments at German universities. METHODS A questionnaire was sent to the teaching coordinators in all 41 OB/GYN departments at German university hospitals. The survey was delivered via email with a link to an online survey platform. RESULTS The study received 30 responses from 41 universities. Differences were observed in the work environment of teaching coordinators concerning release from clinical duties for teaching purposes and specialized academic training. Overall, medical education and student motivation were perceived positively, with noticeable gaps, particularly in practical gynecological training. Deficiencies in supervision and feedback mechanisms were also evident. Subfields such as urogynecology and reproductive medicine appear to be underrepresented in the curriculum, correlating with poorer student performance. E-learning was widely utilized and considered advantageous. CONCLUSION The present study provides valuable insights into the current state of medical education in OB/GYN at German universities from the perspective of teaching experts. We highlight current deficits, discuss approaches to overcome present obstacles, and provide suggestions for improvement.
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Affiliation(s)
- Bastian Meyer
- Department of Gynecology and Obstetrics, Klinikum Rechts Der Isar, Technical University Munich, Munich, Germany
| | - Fabian Riedel
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
| | - Niklas Amann
- Department of Gynecology and Obstetrics, Friedrich-Alexander-University Erlangen-Nuremberg (FAU), Erlangen, Germany
| | - Anna Graf
- Department of Gynecology and Obstetrics, Klinikum Rechts Der Isar, Technical University Munich, Munich, Germany
| | - Antonia Stuehrenberg
- Department of Gynecology and Obstetrics, Klinikum Rechts Der Isar, Technical University Munich, Munich, Germany
| | - Viktoria Ritter
- Department of Gynecology and Obstetrics, Klinikum Rechts Der Isar, Technical University Munich, Munich, Germany
| | - Markus Wallwiener
- Department of Gynecology and Obstetrics, Halle University, Halle, Germany
| | - Sabine Heublein
- Department of Gynecology and Obstetrics, Heidelberg University Hospital, Heidelberg, Germany
- Department of Gynecology and Obstetrics, Halle University, Halle, Germany
| | - Florian Recker
- Department of Gynecology and Obstetrics, Bonn University Hospital, Bonn, Germany
| | - Martin Weiss
- Department of Women's Health, University of Tübingen, Tübingen, Germany
- NMI Natural and Medical Sciences Institute, University of Tübingen, Reutlingen, Germany
| | - Maximilian Riedel
- Department of Gynecology and Obstetrics, Klinikum Rechts Der Isar, Technical University Munich, Munich, Germany.
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Schlenz MA, Wöstmann B, Krämer N, Schulz-Weidner N. Update of students' and lecturers' perspectives on online learning in dental education after a five-semester experience due to the SARS-CoV-2 (COVID-19) pandemic: insights for future curriculum reform. BMC MEDICAL EDUCATION 2023; 23:556. [PMID: 37553629 PMCID: PMC10411012 DOI: 10.1186/s12909-023-04544-2] [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: 01/20/2023] [Accepted: 07/27/2023] [Indexed: 08/10/2023]
Abstract
BACKGROUND The coronavirus disease (COVID-19) pandemic has accelerated digital transformation in dental education, resulting in a shift from face-to-face teaching to online learning. While online learning could be a common strategy in various fields, the challenge for dental education is that it depends on the requirements of clinical experience to achieve competence in performing the dental treatment. This cross-sectional study aimed to analyse students' and lecturers' perceptions towards online learning after five semesters of experience using a questionnaire survey. METHODS Since the spring term of 2020, the theoretical part of the curriculum has been conducted in the form of online learning using a combination of synchronous and asynchronous formats. In the following semesters, more theoretical content was shifted back from online learning to face-to-face courses. Preclinical and clinical students enrolled in the dental curriculum during the spring term 2022 semester and all lecturers with at least one year of teaching experience in face-to-face and online learning formats were asked to fill out an online questionnaire regarding the aspects of handling, didactic benefit, motivation, and overall assessment. RESULTS Students and lecturers rated the implementation of online learning as mostly positive, but pointed out that established 'face-to-face' learning could not be replaced. Moreover, the students reported personal benefits in terms of daily planning. Lecturers also benefitted as their experience increased in online teaching. For future curriculum, students demanded 49.5% (25.1) ((mean (standard deviation) of theoretical part in terms of online learning), while lecturers demanded only 34.1% (24.1). CONCLUSIONS Despite having no prior need for online learning, students and lecturers showed a positive perspective on online learning which should be considered in the implementation and planning of future dental education. However, in terms of practical training, it cannot replace face-to-face education in dentistry.
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Affiliation(s)
- Maximiliane Amelie Schlenz
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany.
| | - Bernd Wöstmann
- Dental Clinic - Department of Prosthodontics, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Norbert Krämer
- Dental Clinic - Department of Pediatric Dentistry, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
| | - Nelly Schulz-Weidner
- Dental Clinic - Department of Pediatric Dentistry, Justus Liebig University, Schlangenzahl 14, 35392, Giessen, Germany
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Kruse AB, Isailov-Schöchlin M, Giesler M, Ratka-Krüger P. Which digital learning strategies do undergraduate dentistry students favor? A questionnaire survey at a German university. GMS JOURNAL FOR MEDICAL EDUCATION 2023; 40:Doc49. [PMID: 37560041 PMCID: PMC10407589 DOI: 10.3205/zma001631] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 10/19/2022] [Revised: 01/02/2023] [Accepted: 03/03/2023] [Indexed: 08/11/2023]
Abstract
Background The development in teaching dental education toward ever greater digitization has gained enormous momentum in the last 2 years due to the pandemic. However, acceleration is not synonymous with improvement, especially from the learners' point of view. Therefore, the aim of this survey among students of dentistry was to determine which digital learning strategies and which media are preferred. Method Undergraduate students of clinical semesters (6th to 9th) in dental medicine during at the University of Freiburg participated in an online-survey. Questions were asked about personal learning strategies for and experience with using digital media for private and educational reasons. Furthermore, students were asked which digital learning formats they preferred for different learning phases. Results Students (N=148) are experienced in using digital media for learning. They prefer classical media (such as textbooks and lectures) for acquiring basic theoretical knowledge and mention digital teaching formats more in relation to practical training and complex treatment procedures. 67% prefer learning alone and 90% rate visualizations as helpful for learning. 78% report, that they feel well supported in the learning process by digital media and 83% agree that e-learning offerings are a quality factor for university teaching. 82% state e.g. that the growing range of online content allows a more flexible approach to face to face-teaching, enriches classroom teaching (78%) and helps organize one's own study (79%). Conclusion Students have a positive attitude towards the use of digital media, especially when it comes to having more time available for practical exercises. They also see an advantage in the fact that through the use of digital media, lectures can be organized more flexibly and also the organization of their studies can be optimized. New digital teaching media should be created based on these results. It is important to consider which digital formats seem suitable for which content during different semesters.
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Affiliation(s)
- Anne Brigitte Kruse
- University of Freiburg, Faculty of Medicine, Department of Operative Dentistry & Periodontology, Freiburg, Germany
| | - Milena Isailov-Schöchlin
- University of Freiburg, Faculty of Medicine, Department of Operative Dentistry & Periodontology, Freiburg, Germany
| | | | - Petra Ratka-Krüger
- University of Freiburg, Faculty of Medicine, Department of Operative Dentistry & Periodontology, Freiburg, Germany
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Gottschalk M, Milch PM, Albert C, Werwick K, Braun-Dullaeus RC, Stieger P. Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students. PLoS One 2023; 18:e0286642. [PMID: 37279236 PMCID: PMC10243622 DOI: 10.1371/journal.pone.0286642] [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: 02/22/2023] [Accepted: 05/22/2023] [Indexed: 06/08/2023] Open
Abstract
INTRODUCTION Due to the Covid-19 pandemic and the accompanying hygiene regulations, medical students in Germany faced multiple educational and personal challenges. The challenges included the cancellation and digitalisation of courses, the closing of university institutions such as libraries, a decrease in social contacts, and the risk of a Covid-19 infection. The aim of this study was to understand medical students' pandemic experiences as well as the consequences of these experiences for the students' future work as physicians. MATERIALS AND METHODS We performed 15 guided, one-on-one interviews with clinical medical students (third to fifth year) at the Otto-von-Guericke-University Magdeburg. Interviews were recorded, transcribed, and anonymised. We performed a qualitative content analysis in accordance with Mayring and thereby formed an inductive category system. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were applied. RESULTS Five categories were inductively formed: "Changes in the teaching experience", "negative effects on the learning experience", "decrease in personal social contacts", "contact with covid-19", and "pandemic-associated stress increase". The participating students reported higher levels of stress due to isolation and uncertainty regarding their educational future. Furthermore, students welcomed the digitalisation of lectures, developed individual coping strategies, and voluntarily took part in the care of Covid-19 patients. Limitations to social interactions were perceived as the major restrictive factor to their educational structure, their perceived learning success and personal development. CONCLUSION This study identified social restrictions as well as didactic and academic structural challenges as relevant factors contributing to perceived stress and fear for medical students during the Covid-19 pandemic, especially as regards their learning experience. Students' acceptance of digitalised learning may enable regular interaction with university peers and may facilitate a structured educational life. However, the implementation of digital resources could not provide a sufficient substitute for in-person courses.
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Affiliation(s)
- Marc Gottschalk
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
| | - Pascal M. Milch
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
| | - Christian Albert
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
- Clinic for Nephrology, Central Clinic Bad Berka, Bad Berka, Germany
| | - Katrin Werwick
- Deans Office of Student Affairs, Medical Faculty, Magdeburg University, Magdeburg, Germany
| | - Ruediger C. Braun-Dullaeus
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
| | - Philipp Stieger
- University Clinic for Cardiology and Angiology, Center for Internal Medicine, University Medicine Magdeburg, Magdeburg, Germany
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Hertling SF, Back DA, Kaiser M, Loos FM, Schleußner E, Graul I. Students' and lecturers' perspectives on the implementation of online learning in medical education due to COVID-19 in Germany: a cross-sectional pilot study. Front Med (Lausanne) 2023; 10:1145651. [PMID: 37168267 PMCID: PMC10165086 DOI: 10.3389/fmed.2023.1145651] [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: 01/16/2023] [Accepted: 02/28/2023] [Indexed: 05/13/2023] Open
Abstract
Background During the coronavirus disease 2019 (COVID-19) crisis, many things changed in universities around the world. In-person learning was not possible. Instead, courses were offered in digital form. The sudden change posed enormous challenges to universities, students, and teachers. The aim of this study was to investigate the disadvantages as well as the advantages and opportunities of digital learning. Objective This study investigated the evaluation of an elective module by medical students and teachers in the traditional in-person and virtual teaching forms during the COVID-19 pandemic. Methods Using the elective module "Sports Medicine," which includes both lectures and practical units, the opinions of the medical students about conventional teaching compared to digital instruction were evaluated. In the winter semester of 2019/2020, all classes were taught face-to-face but had to be switched to virtual teaching in the summer semester of 2020 on an ad hoc basis due to the pandemic. The students were asked to answer questions on general conditions, participant behavior, instructor evaluation, skill acquisition, topic selection, and overall evaluation after both forms of teaching. Likewise, the lecturers of both courses were queried in semiqualitative interviews about the same topics. Descriptive data analysis was performed to process the data. Results The students perceived digital teaching to be superior in most subareas compared to in-person teaching in terms of framework, instructor evaluation, skill acquisition, topic selection, and overall rating. Medical students seemed to feel better with digital teaching in most areas of evaluation. The lecturers found the new form of teaching rather unsettling and criticized the lack of verbal and especially nonverbal communication as well as the short preparation time for the new challenge. The instructors were uncomfortable with some aspects of the virtual teaching format. Conclusion In the wake of the COVID-19 pandemic, medical schools should rapidly digitize their teaching offerings and support faculty members in their computer-based competence with continuing education opportunities and time resources.
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Affiliation(s)
- Stefan F. Hertling
- Department of Obstetrics and Gynaecology, University Hospital Jena, Jena, Germany
- Orthopedic Department, University Hospital Jena, Eisenberg, Germany
| | - David A. Back
- Clinic for Traumatology and Orthopedics, Bundeswehr Hospital Berlin, Berlin, Germany
- Dieter Scheffner Center for Medical Education and Educational Research, Charité–Universitätsmedizin Berlin, Berlin, Germany
| | - Mario Kaiser
- Modul Integration Optics, Jenoptik Light and Optics Devision, Jena, Germany
| | - Franziska M. Loos
- Practice for Orthopedics and Shoulder Surgery Leipzig, Leipzig, Germany
| | - Ekkehard Schleußner
- Department of Obstetrics and Gynaecology, University Hospital Jena, Jena, Germany
| | - Isabel Graul
- Department of Trauma, Hand and Reconstructive Surgery, Jena University Hospital, Friedrich Schiller University Jena, Halle (Saale), Germany
- Department of Orthopedic and Trauma Surgery, Martin-Luther University Halle-Wittenberg, Halle (Saale), Germany
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Fischer F, Wicherski J, Tobollik M, McCall T. Experiences Shared by the (Future) Public Health Workforce during the COVD-19 Pandemic in Germany: Results of a Survey on Workload, Work Content, and Related Challenges among Students and Young Professionals. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:11444. [PMID: 36141717 PMCID: PMC9517565 DOI: 10.3390/ijerph191811444] [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: 07/31/2022] [Revised: 09/02/2022] [Accepted: 09/09/2022] [Indexed: 06/16/2023]
Abstract
Although previous studies have focused on the adverse effects of the COVID-19 pandemic on various professional groups (particularly in the health and nursing care sector), this study aims to close a research gap by assessing perspectives of students and young professionals in epidemiology and public health in Germany in terms of shifts in workload, work content, and related challenges caused by the pandemic. We conducted a cross-sectional survey between mid-February and mid-March 2022. Quantitative data were analyzed via standardized mean differences. Qualitative data based on answers to open-ended questions were analyzed via a qualitative content analysis. Overall, 172 individuals participated in this survey. Results indicate that students felt burdened the most by lack of exchange with other students and lecturers. Study participants employed in public health experienced changes in their employment because they had changes in their work content- and administration, which was accompanied by a high burden due to the workload. Multiple demands that can have an impact on both acquired skills and mental health during the professional qualification phase were mentioned by the participants. Therefore, more in-depth analyses are needed to investigate the impact the pandemic will have on the (future) public health workforce in the long run.
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Affiliation(s)
- Florian Fischer
- Institute of Public Health, Charité—Universitätsmedizin Berlin, 10117 Berlin, Germany
- Bavarian Research Center for Digital Health and Social Care, Kempten University of Applied Sciences, 87437 Kempten, Germany
| | - Julia Wicherski
- Division 5 Research, Federal Institute for Drugs and Medical Devices, 53175 Bonn, Germany
| | - Myriam Tobollik
- Section II 1.5 Environmental Medicine and Health Effects Assessment, German Environment Agency, 14193 Berlin, Germany
| | - Timothy McCall
- Medical School OWL, Bielefeld University, 33615 Bielefeld, Germany
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Lollobrigida M, Ottolenghi L, Corridore D, Pingitore G, Damiano C, Serafini G, De Biase A. Student Evaluation of Distance Learning during the COVID-19 Pandemic: A Cross-Sectional Survey on Medical, Dental, and Healthcare Students at Sapienza University of Rome. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:10351. [PMID: 36011985 PMCID: PMC9407842 DOI: 10.3390/ijerph191610351] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2022] [Revised: 08/13/2022] [Accepted: 08/15/2022] [Indexed: 06/15/2023]
Abstract
The COVID-19 pandemic has had a deep impact on university education, necessitating an abrupt shift from face-to-face learning to distance learning (DL). This has created new challenges, especially for those courses in which practical activities and internships are integral parts of the education program. The aim of this study was to assess the impact of DL on the study progress of a population of pregraduate students of medicine, dentistry, and healthcare professions. The survey was administered through an anonymous questionnaire by sharing a Google Forms link. Demographic data and educational background information were collected to obtain a profile of the participants. Different aspects of DL were investigated, including availability of digital devices, quality of connection, and environmental conditions; other questions focused on the effects of DL on students' progress and professional maturation. Measures of association were also calculated using the chi-squared test, Cramer V, and Somers D. Among the 372 who participated, the results showed that students had a positive attitude toward online classroom and that DL did not substantially affect their progress. Most of the associations were statistically significant, also highlighting the effect of the degree course on the responses. Some critical issues clearly emerged, however, including the lack of adequate devices and environmental conditions due to economic disparity, poor relationships, suspension of internship programs, and clinical training. The results suggest that DL cannot be considered as a substitute for classroom-based medical education outside an emergency context.
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Affiliation(s)
- Marco Lollobrigida
- Department of Oral and Maxillofacial Sciences, Sapienza University of Rome, 00161 Rome, Italy
| | - Livia Ottolenghi
- Department of Oral and Maxillofacial Sciences, Sapienza University of Rome, 00161 Rome, Italy
| | - Denise Corridore
- Department of Oral and Maxillofacial Sciences, Sapienza University of Rome, 00161 Rome, Italy
| | - Gianluca Pingitore
- Department of Oral and Maxillofacial Sciences, Sapienza University of Rome, 00161 Rome, Italy
| | - Cecilia Damiano
- Department of Cardiovascular, Endocrine-Metabolic Diseases and Aging, Istituto Superiore di Sanità, 00161 Rome, Italy
| | - Giorgio Serafini
- Department of Oral and Maxillofacial Sciences, Sapienza University of Rome, 00161 Rome, Italy
| | - Alberto De Biase
- Department of Oral and Maxillofacial Sciences, Sapienza University of Rome, 00161 Rome, Italy
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