Current Scope of Online Ophthalmology Education and Curriculum Impact Due to COVID-19

Abstract Objective Abrupt changes in ophthalmology education caused by the COVID-19 pandemic have resulted in novel online curriculum development. The aims of this study were to identify (1) the scope of online curricula implemented both prior to and during the COVID-19 pandemic; (2) perception of educators on these online modalities; and (3) early lessons from online implementation that may guide future curricular planning. Methods Implementation of online curricula was evaluated by using a national online survey of Ophthalmology Directors of Medical Student Education (DMSE) via Qualtrics software. Participants Medical Student Educators of the Association of University Professors of Ophthalmology (AUPO) were surveyed. Results Fifty responses were collected, representing a 64.9% response rate. Prior to the COVID-19 pandemic, 44% of institutions had no online components in their courses, but 78.3% of institutions reported increasing online components in response to the pandemic. Required courses were significantly associated both with having implemented online components before the pandemic and implementing online-only versions of these courses in response to the pandemic. The three most popular modalities used for online teaching were lectures, interactive cases, and problem-based learning, with a median satisfaction of 4.0, 4.32, and 4.35, (out of five) respectively. The least popular modalities used were online teaching of physical exam skills and telemedicine, both with a median satisfaction of 2.5. Median overall educator satisfaction with online teaching was four (out of five). The most common weakness related to online teaching was the lack of effective physical exam skills training. Conclusion Our data demonstrate that most institutions successfully shifted their ophthalmology curriculum to a virtual and online version in response to the COVID-19 pandemic. DMSEs adapted quickly, transitioning in-person clinical courses, and extracurricular activities to online formats. Overall, educator satisfaction with online curricula was high. Integration of online curricula provides the opportunity to enrich institutional curriculums and overcome limitations imposed by decreasing curriculum time. This study reveals an early window into the utilization, strengths, and weaknesses of online ophthalmology education, which can serve as a guiding point to enhance ophthalmology curriculum development.

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Assessing the Impact of the COVID-19 Pandemic on Medical Student Education

10.21203/rs.3.rs-131836/v1 ◽

2021 ◽

Author(s):

Grace Castelli ◽

Dinah Diab ◽

Alicia Scimeca ◽

Chintan Mehta ◽

Nicolette Payne ◽

...

Keyword(s):

Medical Education ◽

Medical Student ◽

Medical Students ◽

Student Perceptions ◽

Online Survey ◽

Clinical Care ◽

Medical Student Education ◽

Student Education ◽

Professional Transitions ◽

The Impact

Abstract Background: The full impact of the COVID-19 global pandemic has yet to be seen, yet medical education has already been critically disrupted. As U.S. hospitals were forced to aggressively limit non-essential care to preserve personal protective equipment and minimize COVID-19 exposure, in-person education and hands-on training was nearly eliminated for students. The objective of this study was to immediately and comprehensively investigate the impact of the COVID-19 pandemic on medical student education. Medical students in the U.S. were invited to complete an online survey about the impacts of the COVID-19 pandemic on their medical education experience. Students provided basic demographic information and answered questions about the impact of COVID-19 on their training/education, finances, and mental health. Results: Medical students reported nearly 18 fewer hours of patient care per week, an immediate switch to virtual learning (74%) along with grading changes (62%), and widespread cancellation of national exams. Additionally, 55% of fourth year students graduated early to provide direct clinical care. Students across years felt that changes from the pandemic would negatively affect their residency applications and that upcoming rotations would be impacted (p<0.001). Students reported that the pandemic had negatively affected their finances, increased their anxiety/stress, increased their feelings of burnout, and negatively impacted their work-life balance (p<0.001). Conclusion: Medical education has been critically impacted by COVID-19. Student perceptions and evaluation of experiences to date should be considered as educators prepare to ready students for academic and professional transitions in the context of continued COVID-19 disruptions and distanced learning.

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Medical Student Views of Healthcare Reform in the United States, 2009

Einstein Journal of Biology and Medicine ◽

10.23861/ejbm20112714 ◽

2016 ◽

Vol 27 (1) ◽

pp. 28 ◽

Cited By ~ 1

Author(s):

Ariel A. Benson ◽

Nathaniel Mendelsohn ◽

Maria Gervits ◽

Folashade Adeshuko ◽

Carlo S. Garcia ◽

...

Keyword(s):

Medical Student ◽

Medical Students ◽

Healthcare System ◽

Online Survey ◽

Private Insurance ◽

Albert Einstein College ◽

Albert Einstein ◽

Medical Student Education ◽

The United States ◽

The U.S

PurposeTo assess the opinions of Albert Einstein College of Medicine (Einstein) medical students about U.S. healthcare reformin the context of the 2008 U.S. presidential election through the use of an online survey. The study additionallyevaluates the influences on students’ healthcare opinions and whether there is sufficient instruction given to medicalstudents about healthcare systems.MethodDuring January and February 2009, first-year and second-year (classes of 2011 and 2012) Einstein medical students(n=362) were surveyed about U.S. healthcare using a web-based electronic survey. The survey included questionsabout students’ healthcare views and influences, political views, and education related to healthcare systems.ResultsWith a response rate of 56%, the survey showed that, among Einstein students, the most popular reform to the U.S.healthcare system would be a multipayer system (41%) in which all U.S. citizens would have access to healthcare paidfor by the U.S. government, but could also choose to obtain private insurance. More than 86% of the respondentsfelt that they had not received adequate education in medical school about the U.S. healthcare system. Seventy-fourpercent of respondents supported Barack Obama in the 2008 U.S. presidential election.ConclusionsEinstein students overwhelmingly recognize the need for reform in the U.S. healthcare system, and students are confidentthat, under Barack Obama’s leadership, the number of uninsured American citizens will decrease in the nextfour years. Survey findings also reveal the need for improved medical student education about the U.S. healthcaresystem.

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The Perceived Impact of the Covid-19 Pandemic on Medical Student Education and Training – An International Survey

10.21203/rs.3.rs-567717/v1 ◽

2021 ◽

Author(s):

Kasun Wanigasooriya ◽

William Beedham ◽

Ryan Laloo ◽

Rama Santhosh Karri ◽

Adnan Darr ◽

...

Keyword(s):

Medical Student ◽

Medical Students ◽

Teaching Methods ◽

Online Survey ◽

Negative Impact ◽

Multivariable Analysis ◽

Medical Student Education ◽

Traditional Teaching ◽

Middle Income ◽

Significant Negative Impact

Abstract Background:The Covid-19 pandemic led to significant changes and disruptions to medical education worldwide. We evaluated medical student perceived views on training, their experiences and changes to teaching methods during the pandemic.MethodsAn online survey of medical students was conducted in the Autumn of 2020. An international network of collaborators facilitated participant recruitment. Students were surveyed on their perceived overall impact of Covid-19 on their training and several exposure variables. Univariate analyses and adjusted multivariable analysis were performed to determine strengths in associations.ResultsA total of 1604 eligible participants from 45 countries took part in this survey and 56.3% (n=860) of these were female. The median age was 21 (Inter Quartile Range:21-23). Nearly half (49.6%, n=796) of medical students were in their clinical years. The majority (n=1356, 84.5%) were residents of a low or middle income country. A total of 1305 (81.4%) participants reported that the Covid-19 pandemic had an overall negative impact on their training. On adjusted analysis, being 21 or younger, females, those reporting a decline in conventional lectures and ward based teaching were more likely to report an overall negative impact on their training (p≤0.001). However, an increase in clinical responsibilities was associated with lower odds of participants reporting a negative impact on training (p<0.001). The participant’s resident nation economy and stage of training were associated with some of the participant training experiences surveyed (p<0.05). ConclusionMedical students reported an overall significant negative impact of the Covid-19 pandemic on their undergraduate training. The efficacy of novel virtual methods of teaching to supplement traditional teaching methods warrants further research.

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Dear student, what should I write on my wall? A case study on academic uses of Facebook and Instagram during the pandemic

PLoS ONE ◽

10.1371/journal.pone.0257729 ◽

2021 ◽

Vol 16 (9) ◽

pp. e0257729

Author(s):

Claudiu Coman ◽

Luiza Mesesan-Schmitz ◽

Laurentiu Gabriel Tiru ◽

Gabriela Grosseck ◽

Maria Cristina Bularca

Keyword(s):

Social Networks ◽

Online Learning ◽

Extracurricular Activities ◽

Online Teaching ◽

Positive Attitude ◽

Online Survey ◽

Educational Process ◽

Public Higher Education ◽

E Learning ◽

Learning Platforms

Prior to the COVID 19 pandemic, discussions about online learning referred to the use of e-learning platforms and social networks as auxiliary tools in the educational process. Due to the pandemic, universities were forced to adopt an exclusive online teaching process and most universities today use platforms dedicated to online learning such as Moodle platforms. In this context, we were interested in analyzing the attitude of students regarding the way social networks could be integrated into the educational process, and if the positive attitude of students towards social networks and their use for academic purposes, proven in previous studies, remains positive under the conditions generated by the pandemic. In this regard, the present study aimed at identifying the attitude of Romanian students towards the use of Facebook and Instagram as educational tools and the circumstances in which students believe these platforms could be used by them and their teachers. An online survey was conducted on 872 students from public higher education institutions in Romania. Based on the exploratory factor analysis and the parametric test, the empirical results show that students have a slightly positive attitude towards using Facebook in the educational process, but they have a more reticent, less positive attitude towards using Instagram. Thus, the most appropriate contexts in which these platforms could be used are represented by extracurricular activities. A higher preference for the use of Facebook rather than Instagram, was identified among master and PhD students. No major differences were revealed in student subgroups sorted by gender or study domain.

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An Online Teaching Resource to Support UK Medical Student Education During the COVID-19 Pandemic: A Descriptive Account

Advances in Medical Education and Practice ◽

10.2147/amep.s337544 ◽

2021 ◽

Vol Volume 12 ◽

pp. 1317-1327

Author(s):

Dilhara Karunaratne ◽

Nisal Karunaratne ◽

Jade Wilmot ◽

Tim Vincent ◽

Juliet Wright ◽

...

Keyword(s):

Medical Student ◽

Online Teaching ◽

Medical Student Education ◽

Teaching Resource ◽

Student Education ◽

Descriptive Account

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The perceived impact of the Covid-19 pandemic on medical student education and training – an international survey

BMC Medical Education ◽

10.1186/s12909-021-02983-3 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

◽

Kasun Wanigasooriya ◽

William Beedham ◽

Ryan Laloo ◽

Rama Santhosh Karri ◽

...

Keyword(s):

Medical Student ◽

Medical Students ◽

Teaching Methods ◽

Online Survey ◽

Negative Impact ◽

Multivariable Analysis ◽

Medical Student Education ◽

Traditional Teaching ◽

Middle Income ◽

Significant Negative Impact

Abstract Background The Covid-19 pandemic led to significant changes and disruptions to medical education worldwide. We evaluated medical student perceived views on training, their experiences and changes to teaching methods during the pandemic. Methods An online survey of medical students was conducted in the Autumn of 2020. An international network of collaborators facilitated participant recruitment. Students were surveyed on their perceived overall impact of Covid-19 on their training and several exposure variables. Univariate analyses and adjusted multivariable analysis were performed to determine strengths in associations. Results A total of 1604 eligible participants from 45 countries took part in this survey and 56.3% (n = 860) of these were female. The median age was 21 (Inter Quartile Range:21–23). Nearly half (49.6%, n = 796) of medical students were in their clinical years. The majority (n = 1356, 84.5%) were residents of a low or middle income country. A total of 1305 (81.4%) participants reported that the Covid-19 pandemic had an overall negative impact on their training. On adjusted analysis, being 21 or younger, females, those reporting a decline in conventional lectures and ward based teaching were more likely to report an overall negative impact on their training (p ≤ 0.001). However, an increase in clinical responsibilities was associated with lower odds of participants reporting a negative impact on training (p < 0.001). The participant’s resident nation economy and stage of training were associated with some of the participant training experiences surveyed (p < 0.05). Conclusion An international cohort of medical students reported an overall significant negative impact of the Covid-19 pandemic on their undergraduate training. The efficacy of novel virtual methods of teaching to supplement traditional teaching methods warrants further research.

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