scholarly journals SP2.1.2Online near-peer practical skills teaching for medical students: A cross-sectional study

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Vikram Ajit Rajan Thirupathirajan ◽  
Maria Georgi ◽  
Ankita Hajra ◽  
Fiona Myint
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Practical Skills ◽  
Small Group Teaching ◽  
Feedback Form ◽  
Cross Sectional ◽  
Face To Face ◽  
Technical Issues

Abstract Aims Medical students have reduced small-group teaching due to the COVID-19 pandemic. Online teaching typically involves large-groups and covers theoretical topics rather than practical skills. We investigated the effectiveness of a six-part online small-group tutorial series, teaching key practical skills to medical students in their first clinical year. Methods Tutors taught using Microsoft Teams, with a tutor:student ratio being between 1:3 to 1:5. Tutorial themes were: examinations (Cardiovascular & Respiratory, Abdominal), A-E assessment and imaging (Thorax imaging & Histology, AXR & CT). Tutees completed a post-tutorial feedback form; the primary outcome was confidence improvement on the subject content. Likert Scales were used to measure the primary aim, with 1 corresponding to the worst outcome, and 4 corresponding to the best outcome. Results 152 tutee feedback responses were analysed, a 60.0% response rate. Response numbers were lowest in the examinations tutorials. Mean tutee confidence improved markedly, from 1.954(SD 0.7918) to 3.414(SD 0.5572, p < 0.0001). This was highest in imaging tutorials (p < 0.05). Mean scores for effectiveness of delivery and effect of technical issues were 3.868(SD 0.3762) and 3.908(SD 0.3327) respectively. From tutors’ feedback, 100% preferred teaching small-group over large-group sessions. However, only 33.3% prefer to teach online over face-to-face. Mean student engagement was rated at 3.417(SD 0.5149). Conclusions Small-group teaching improves students’ confidence in practical skills. Conducting this online is more effective for skills with little physical examination components and is something that can be expanded to a bigger cohort to maximise use of the online platforms.

scholarly journals EP.TU.266Anatomy teaching to prepare medical students for placements during COVID-19 pandemic: a cross-sectional study on the use of online near-peer teaching

2021 ◽  
Vol 108 (Supplement_7) ◽  
Author(s):  
Vikram Ajit Rajan Thirupathirajan ◽  
Maria Georgi
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Cross Sectional Study ◽  
Free Text ◽  
Small Group Teaching ◽  
Group Setting ◽  
Feedback Form ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Anatomy Teaching

Abstract Aims Medical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small-group teaching in an online setting. Methods Tutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome). Results 127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”. Conclusions Clinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.

scholarly journals 849 Anatomy Teaching to Prepare Medical Students for Placements During COVID-19 Pandemic: A Cross-Sectional Study on The Use of Online Near-Peer Teaching

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
V A Rajan Thirupathirajan ◽  
M Georgi
Keyword(s):  
Medical Students ◽  
Small Group ◽  
Cross Sectional Study ◽  
Free Text ◽  
Small Group Teaching ◽  
Group Setting ◽  
Feedback Form ◽  
Cross Sectional ◽  
Clinical Placements ◽  
Anatomy Teaching

Abstract Introduction Medical students have reduced small-group teaching due to the COVID-19 Pandemic. Anatomy is taught thoroughly in pre-clinical years but not specifically during clinical years. We introduced online small-group near-peer anatomy teaching for students in their first clinical year to help them before starting clinical placements. We investigated the usefulness of revisiting anatomy and the effectiveness of small group teaching in an online setting. Method Tutors were 5th or 6th Year medical students, each teaching a group of 5 to 8 tutees anatomy relevant to their clinical placements via Microsoft Teams. Tutees completed a post-tutorial feedback form. The primary outcome was confidence on subject content before and after the tutorial. Each outcome was measured by a Likert Scale, 1 (worst outcome) to 4 (best outcome). Results 127 feedback responses were analysed, a response rate of 62.0%. Mean tutee confidence improved markedly, from 1.520(SD 0.6281) to 3.079(SD 0.5856, p < 0.0001). The mean score for effectiveness of delivery and the effect of technical issues was 3.811 (SD 0.4127) and 3.667 (SD 0.7114) respectively. Analysis of free-text comments showed that the tutorials had a “really great group size” and were “interactive and well-informed”. Conclusions Clinically relevant anatomy teaching in a small-group-setting is useful in improving students’ confidence about the content covered in the placements. The use of online platforms to deliver this in small groups was successful, underwent smoothly and is something that can potentially be implemented in the curriculum.

scholarly journals Opinion of medical students on online classes during covid 19 pandemic

2021 ◽  
Vol 8 (2) ◽  
pp. 64-67
Author(s):  
Nagasrilatha Bathala ◽  
Anjaneyulu Kammineni
Keyword(s):  
Medical Students ◽  
Digital Technology ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Practical Skills ◽  
Online Classes ◽  
Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Health Crisis

: COVID-19 is referred as pandemic due to its severity and fierceness also as the greatest global health crisis since after centuries in human civilization. This made many schools and colleges to remain shut down for an indefinite time as the only option left to prevent transmission of virus in the institutions. At the same time, teaching concepts have changed with a similar speed than the evolution of the Internet, social media and digital technology. In these circumstances online teaching has become the only option left to fulfill the academic necessities of the students. This study will help to find out the students' opinion and attitude towards online classes during COVID – 19 Pandemic. : An Anonymous Cross sectional study is conducted among undergraduate medical students of various colleges affiliated to DRNTRUHS, AP regarding their opinion and attitude towards online teaching classes conducted during Covid 19 pandemic period by sharing the link for Google document. 432 under graduate medical students were participated in the study. 313 participants (72.41%) opined that online teaching is helpful. Majority of participants opined that online teaching is helpful (72.41%); comfortable (61.63%); they are able to interact (73.7%). 68.74% of participants have troubles to attend online classes. Very less participants (13.79%) showed their preference for online classes after this period. All the participants strongly mentioned that their practical skills will be affected badly due to this type of teaching.The deadly and infectious disease Covid-19 has deeply affected the educational system globally. In our present study majority of students strongly opined that online teaching is helpful; they are also comfortable and able to interact with their faculty also. When COVID 19 resolves, transformative changes are expected in medical education through the use of emergent technology.

scholarly journals Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

2021 ◽  
Vol 12 (4) ◽  
pp. 279-301
Author(s):  
Ola Hafez ◽  
Yasmine Salah El-Din
Keyword(s):  
Coping Strategies ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Academic Institution ◽  
Cross Sectional ◽  
Teaching Online ◽  
Positive Effects ◽  
Teaching Context ◽  
Technical Issues ◽  
And Coping

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

scholarly journals Online Learning Resources Enhanced Teaching and Learning of Medical Mycology among Medical Students in Gulu University, Uganda

2020 ◽  
Vol 2020 ◽  
pp. 1-5 ◽  
Author(s):  
Felix Bongomin ◽  
Bernard Erima ◽  
Richard Kwizera ◽  
Emmanuel I. Odongo-Aginya
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Fungal Diseases ◽  
Medical Mycology ◽  
Average Score ◽  
Cross Sectional ◽  
Middle Income ◽  
Significant Difference

Background. The burden of serious fungal diseases has significantly increased in the past few decades; however, the number of health-care workers with expertise in the management of fungal diseases remains low, especially in low- and middle-income countries (LMICs). This study aimed to evaluate the use of freely available online teaching material to enhance teaching and learning of medical mycology among medical students in Gulu University Medical School, Uganda. Methods. We conducted a cross-sectional study among second year medical students undertaking Medical Mycology course on antifungal agents in the department of Medical Microbiology and Immunology in the academic year 2017-2018. The materials were synthesized and peer-reviewed by experts in fungal diseases and were made freely available on the Leading International Fungal Education website (http://www.LIFE-Worldwide.org). A local faculty in the department delivered the lectures, and pre- and posttest scores were evaluated statistically. Results. Sixty medical students participated in the study of which 78% were male. The average score was 41% for the pretest and 52% for the posttest (p<0.0001). There was no significant difference in the scores of males and females. Majority of the students gave an above-average rating for the course material; however, 54% preferred prerecorded videos. Conclusion. Using freely available online materials on medical mycology can enhance teaching and learning of medical mycology. Because of this, there is need to incorporate up-to-date information about the subject into the curriculums of medical schools especially in LMICs.

scholarly journals Impact of COVID-19 on the Mental Health of Medical Students in Portugal

2021 ◽  
Vol 11 (10) ◽  
pp. 986
Author(s):  
Ricardo Campos ◽  
Vânia Pinto ◽  
Daniela Alves ◽  
Celina Pires Rosa ◽  
Henrique Pereira
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Negative Impact ◽  
Statistical Processing ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Face To Face ◽  
Anonymous Questionnaire ◽  
The Impact ◽  
Academic Year

(1) Background: The purpose of this article is to assess the impact of the COVID-19 pandemic on the mental health of medical students in Portugal in the period after returning to face-to-face classes during the COVID-19 pandemic, in the 2020/2021 academic year. (2) Methods: We conducted an observational, descriptive, and cross-sectional study, between December 2020 and February 2021 with a representative sample of Portuguese medical students (n = 649), applying an anonymous questionnaire which was composed by a sociodemographic characterization, The Brief Symptoms Inventory–18, The Fear of COVID-19 Scale and the Negative Impact Assessment Scale. For statistical processing, Statistical Package for Social Sciences (SPSS ©) was used. (3) Results: 65.3% of participants said that self-perceived relevant anxiety symptoms, and around 10% said that they had a physical or a mental illness diagnosis. Significant differences (p < 0.05) were found for Fear of COVID-19, Somatization, Anxiety and Overall Mental Health, indicating that women, students from the 1st and last years of training had higher scores. Age, year of training, Fear of COVID-19 and Negative Impact of COVID-19 were significant predictors of overall mental health. (4) Conclusion: In our sample of Portuguese medical students, age, year of training, but mostly fear of COVID-19 and the negative impact of COVID-19 contributed to mental health symptoms.

scholarly journals Perceptions of undergraduate medical students regarding e-learning during COVID-19 pandemic

2021 ◽  
Vol 9 (1) ◽  
pp. 89
Author(s):  
Lalit P. Une ◽  
Jayant D. Wagha ◽  
Purushottam A. Giri
Keyword(s):  
Medical Students ◽  
Online Teaching ◽  
Primary Source ◽  
Cross Sectional Study ◽  
Undergraduate Medical Students ◽  
Cross Sectional ◽  
Medical College ◽  
Interactive Mode ◽  
E Learning ◽  
Multiple Challenges

Background: The unprecedented COVID-19 pandemic has caused a sudden shift towards the exclusive adoption of online teaching, forming the primary source of medical education and enabling students to continue to learn remotely. The role in the academic arena has gained importance furthermore considering the ongoing COVID-19 pandemic causing educational institutions around the world over to close down and thus giving rise to multiple challenges at all stages and levels of education in particular for students, due to the lockdown situation. Hence the present study was carried out to assess the perceptions of undergraduate medical students regarding e-learning during COVID-19 pandemic.Methods: A cross-sectional study was carried out from April 2021 to June 2021 among 404 undergraduate medical students of IIMSR Medical College, Badnapur, Jalna, Maharashtra. The questionnaire had eliciting information about socio-demographic profile, knowledge and perception regarding advantages and challenges of e-learning was administered to them. Data was entered in Microsoft excel and analyzed using statistical package for the social sciences (SPSS) version-13.0.Results: About 87% students were of opinion that e-learning was not useful and not motivated to use it and 38% students’ think it’s beneficial as has interactive mode, but 62% students think otherwise. Only 36% are of opinion that e-learning will improve their performance. Majority 78% students think e-learning will not help in better understanding then formal teaching methods.Conclusions: Undergraduate medical students were still more inclined towards traditional teaching rather than e-learning. Faculty members should take necessary measures for improving e-learning facility and quality to help with better learning.

scholarly journals Egyptian Educators’ Online Teaching Challenges and Coping Strategies during COVID-19

2022 ◽  
Author(s):  
Ola Hafez ◽  
Yasmine Salah El-Din
Keyword(s):  
Coping Strategies ◽  
Online Teaching ◽  
Cross Sectional Study ◽  
Academic Institution ◽  
Cross Sectional ◽  
Teaching Online ◽  
Positive Effects ◽  
Teaching Context ◽  
Technical Issues ◽  
And Coping

The present descriptive study investigated the challenges experienced and the coping strategies used by Egyptian university educators from different institution types while teaching online during the pandemic. The cross-sectional study drew participants (N = 222) from three different academic institution types, private universities, public universities, and adult education institutions, who responded to a survey that examined the technical, professional, administrative, social, and psychological challenges teachers encountered as well as their coping strategies. Data were analyzed quantitatively and qualitatively. Results indicated that the challenges and coping strategies reported by teachers varied according to the teaching context and the requirements of each academic institution. The most reported challenges experienced were exhaustion, internet problems, technical issues, and anxiety. Despite the challenges, participants reported a few positive effects, including feeling more productive, being motivated to learn something new, feeling appreciated by the students and administration, and feeling confident using online teaching tools. Results also revealed that the participants used social and professional strategies to cope with the circumstances accompanying the sudden shift to online teaching. The results indicated how challenges faced by educators from different institution types may diminish with more training on, and experience with, online teaching, forming communities of practice as well as other coping strategies they developed. Such findings should be helpful to educators, institutions, and policymakers in different academic institutions all over the world and in various teaching contexts.

Perception of MBBS Students on Hybrid Teaching in Covid-19 Era: A Survey of Public Sector Medical University

2021 ◽  
Vol 15 (12) ◽  
pp. 3154-3155
Author(s):  
Shafaq Naseer ◽  
Imrana Zulfikar ◽  
Farhan Zaheer ◽  
Fariha Butt ◽  
Saima Sagheer ◽  
...  
Keyword(s):  
Online Teaching ◽  
Teaching And Learning ◽  
Cross Sectional Study ◽  
Teaching Methodology ◽  
Cross Sectional ◽  
Face To Face ◽  
Medical College ◽  
Hybrid Teaching ◽  
E Learning ◽  
Medical University

Aim: To explore the perceptions, limitations and recommendations for hybrid teaching. Methodology: This is a cross sectional study, conducted in the academic session of 2021 among the students of Dow medical college including third years through final years. Convenient sampling is used. The questionnaire was created on Google and forms were emailed to the students. Likert scale is applied to record the responses. Results: Total of 102 students of both genders filled the questionnaire. Students were mostly from third year, fourth year and final year. Most of the students had no previous experience of e- learning. 36.3% students agreed that hybrid teaching is better than face to face or online sessions alone. 31.4% were of the opinion that hybrid teaching covers the strong points of both face to face and online teaching. Conclusion: Covid-19 makes classroom medical education difficult but blended or hybrid teaching and learning would seem to be the perfect solution to overcome the challenges. Keywords: Hybrid teaching, distance learning, Covid 19

scholarly journals An Overview of Medical Students’ Psychological in The Process of Distance Learning on Pandemic COVID-19

2021 ◽  
Vol 2 (2) ◽  
pp. 62
Author(s):  
Gladys D T Tubarad ◽  
Mirsyam Ratri Wiratmoko ◽  
Silmi Nur Aulia ◽  
Seline Calysta Prameswari ◽  
Satya Pramana
Keyword(s):  
Distance Learning ◽  
Medical Students ◽  
Cross Sectional Study ◽  
Learning System ◽  
Primary Data ◽  
Mild Stress ◽  
Ministry Of Education ◽  
Mild Depression ◽  
Cross Sectional ◽  
Face To Face

Background: The spread of COVID-19 in Indonesia in June 2020 does not yet show signs of a decrease. Therefore, Indonesia's Ministry of Education and Culture takes preventive transmission in the educational environment by making the decision letter with four ministers agreeing that learning in higher education of the academic year 2020/2021 in all zones shall be held online. Online learning is a learning system that does not need face to face directly but uses a platform that can help the process of distance learning. The burden of learning materials and academic demands of medical students can cause students anxiety, especially in the pandemic COVID-19. Purposes: to determine an overview of the medical students' psychological in distance learning during the pandemic COVID-19. Methods: This is a cross-sectional study using descriptive quantitative analysis. The data used primary data through Depression Anxiety and Stress Scale (DASS-21) questionnaire. Results: The results of the study showed that the highest percentage is at mild anxiety about 47.3%, mild stress level with 7.8%, and mild depression that 13.2%. Factors that can lead to psychological disorders in medical students, the demands of learning, and a sense of worry excessive about the process and the results. Conclusions: Factors that lead to anxiety, stress, and depression in medical students when implementing distance learning can be different for each individual.

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