Virtual classes conducted during COVID-19 pandemic – Medical students’ perspective

Objectives: The COVID-19 pandemic has resulted in shifting of medical education onto a virtual platform. This has provided us with an opportunity to assess and analyse the students perception of these virtual classes which otherwise did not form a significant part of the traditional medical education. The objective of the study was to assess medical students’ perception on virtual classes conducted during the COVID-19 pandemic. Materials and Methods: A questionnaire consisting of 21 questions was administered to students studying in all phases of MBBS in our college using Google Forms. A response rate of 73% was achieved. Results: The response of the students when analysed showed limited perceived benefits of virtual classes, these included accessibility to recorded lectures and convenience of attending classes in the time of pandemic. Drawbacks include decreased levels of social interaction, internet connectivity issues and absence of practical’s/ clinicals to better correlate with theory topics. Low motivational levels to attend classes, decreased engagement in classes and decreased perceived knowledge gained were also significant limitations. Conclusion: Better internet connectivity along with accessibility to recorded classes and increased student-teacher interaction could enhance the learning experience of the students in the virtual platform.

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Medical students' views of e-learning-based medical education during COVID-19 pandemic

10.21203/rs.3.rs-117994/v1 ◽

2020 ◽

Author(s):

Laleh Khojasteh ◽

Zahra Karimian ◽

Sharifzadeh ◽

Elham Nasiri

Keyword(s):

Medical Education ◽

Medical Students ◽

Mobile Phones ◽

Teaching And Learning ◽

Learning Experience ◽

Learning Activities ◽

Older Students ◽

Significant Difference ◽

Virtual Classes ◽

E Learning

Abstract The number of multimedia courseware developed to assist teaching and learning activities has increased tremendously, following the declaration of schools’ closure during COVID-19 pandemic. This study aimed at e- learning experiences of 550 students of a medical school in Iran during the time Coronavirus pandemic hit Iran. To achieve the objectives of this study, a self-devised questionnaire was used, and the data were analyzed using Independent samples T. test, ANOVA, and MANOVA. Results have demonstrated that university students had a satisfactory e-learning experience during the lockdown with an exception for online synchronous classes. This study also showed that older students are more satisfied with e-learning and that there was a significant difference between the overall mean score of those who had access to PCs and laptops compared to those who had accessed only to mobile phones. Our results also showed a significant difference exists between the e-learning experience of students who had experienced virtual classes prior to Covid-19 pandemic and those who had not; however, no significant difference was seen in terms of the residence of the students and their gender.

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Mobile Technology in E-Learning for Undergraduate Medical Education on Emergent Otorhinolaryngology�Head and Neck Surgery Disorders: Pilot Randomized Controlled Trial (Preprint)

10.2196/preprints.9237 ◽

2017 ◽

Author(s):

Li-Ang Lee ◽

Shu-Ling Wang ◽

Yi-Ping Chao ◽

Ming-Shao Tsai ◽

Li-Jen Hsin ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Head And Neck ◽

Cognitive Style ◽

Mobile Technology ◽

Learning Experience ◽

Neck Surgery ◽

Percentage Change ◽

Undergraduate Medical Students ◽

E Learning

BACKGROUND The use of mobile technology in e-learning (M-TEL) can add new levels of experience and significantly increase the attractiveness of e-learning in medical education. Whether an innovative interactive e-learning multimedia (IM) module or a conventional PowerPoint show (PPS) module using M-TEL to teach emergent otorhinolaryngology–head and neck surgery (ORL-HNS) disorders is feasible and efficient in undergraduate medical students is unknown. OBJECTIVE The aim of this study was to compare the impact of a novel IM module with a conventional PPS module using M-TEL for emergent ORL-HNS disorders with regard to learning outcomes, satisfaction, and learning experience. METHODS This pilot study was conducted at an academic teaching hospital and included 24 undergraduate medical students who were novices in ORL-HNS. The cognitive style was determined using the Group Embedded Figures Test. The participants were randomly allocated (1:1) to one of the two groups matched by age, sex, and cognitive style: the IM group and the PPS group. During the 100-min learning period, the participants were unblinded to use the IM or PPS courseware on a 7-inch tablet. Pretests and posttests using multiple-choice questions to evaluate knowledge and multimedia situational tests to evaluate competence were administered. Participants evaluated their satisfaction and learning experience by the AttrakDiff2 questionnaire, and provided feedback about the modules. RESULTS Overall, the participants had significant gains in knowledge (median of percentage change 71, 95% CI 1-100, P<.001) and competence (median of percentage change 25, 95% CI 0-33, P=.007) after 100 min of learning. Although there was no significant difference in knowledge gain between the two groups (median of difference of percentage change 24, 95% CI −75 to 36; P=.55), competence gain was significantly lower in the IM group compared with the PPS group (median of difference of percentage change −41, 95% CI −67 to −20; P=.008). However, the IM group had significantly higher scores of satisfaction (difference 2, 95% CI 2-4; P=.01), pragmatic quality (difference 1.7, 95% CI 0.1-2.7; P=.03), and hedonic stimulation (difference 1.9, 95% CI 0.3-3.1; P=.01) compared with the PPS group. Qualitative feedback indicated that the various games in the IM module attracted the participants’ attention but that the nonlinearly arranged materials affected their learning. CONCLUSIONS Using M-TEL for undergraduate medical education on emergent ORL-HNS disorders, an IM module seems to be useful for gaining knowledge, but competency may need to occur elsewhere. While the small sample size reduces the statistical power of our results, its design seems to be appropriate to determine the effects of M-TEL using a larger group. CLINICALTRIAL ClinicalTrials.gov NCT02971735; https://clinicaltrials.gov/ct2/show/NCT02971735 (Archived by WebCite at http://www.webcitation.org/6waoOpCEV)

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COVIDReady2 Study Protocol: Cross-sectional Survey of Medical Student Volunteering and Education During the COVID-19 Pandemic in the United Kingdom

10.1101/2021.02.24.21252103 ◽

2021 ◽

Author(s):

Matthew H V Byrne ◽

James Ashcroft ◽

Laith Alexander ◽

Jonathan C M Wan ◽

Anmol Arora ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Learning Experience ◽

Cross Sectional Study ◽

Cross Sectional Survey ◽

Cross Sectional ◽

The United Kingdom ◽

Clinical Support ◽

Qualitative Responses ◽

Education Opportunity

Background and objectives: Covid-19 has led to global disruption of healthcare. Many students volunteered to provide clinical support. Volunteering to work in a clinical capacity was a unique medical education opportunity; however, it is unknown whether this was a positive learning experience or which volunteering roles were of most benefit to students. Methods and Design: The COVIDReady2 study is a national cross-sectional study of all medical students at UK medical schools. The primary outcome is to explore the experiences of medical students who volunteered during the pandemic in comparison to those who did not. We will compare responses to determine the educational benefit and issues they faced. In addition to quantitative analysis, thematic analysis will be used to identify themes in qualitative responses. Discussion: There is a growing body of evidence to suggest that service roles have potential to enhance medical education; yet, there is a shortage of studies able to offer practical advice for how these roles may be incorporated in future medical education. We anticipate that this study will help to identify volunteer structures that have been beneficial for students, so that similar infrastructures can be used in the future, and help inform medical education in a non-pandemic setting.

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The descriptive study of imposter syndrome in medical students

International Journal of Research in Medical Sciences ◽

10.18203/2320-6012.ijrms20184031 ◽

2018 ◽

Vol 6 (10) ◽

pp. 3431 ◽

Cited By ~ 2

Author(s):

Hamza Maqsood ◽

Hassan Abdullah Shakeel ◽

Humza Hussain ◽

Ali Raza Khan ◽

Basit Ali ◽

...

Keyword(s):

Medical Education ◽

Medical Students ◽

Teaching And Learning ◽

Response Rate ◽

Cross Sectional ◽

Medical College ◽

The Third ◽

Imposter Phenomenon ◽

High Prevalence ◽

Degree Of Severity

Background: Imposter syndrome is characterized by chronic feelings of self-doubt and fear of being discovered as an intellectual fraud. Despite evidence of abilities, those suffering from imposter syndrome are unable to internalize a sense of accomplishment, competence, or skill. Overall, they believe themselves to be less intelligent and competent than others perceive them to be. IS has several potential implications for medical education. The current study was designed to find out the frequency of imposter syndrome among medical students college so that certain measures must be taken to improve the teaching and learning methodologies as well as the curriculum.Methods: A cross-sectional, psycho-social analysis was conducted from March to July, 2018 at Nishtar Medical College, Multan after taking informed consent from the students. Clance Imposter Phenomenon Sclae (CIPS) was used to assess the prevalence and degree of severity of Imposter syndrome among medical chosen on basis of random sampling. The data collected was entered and analysed on SPSS v.20.Results: Two hundred (200) students were selected for the study and were asked to return the completed 20 items questionnaire. One hundred and eighty-nine (189) students returned the questionnaires, so the response rate was 94.5%. Out of 189 students, 121(64.36%) were males and 68(35.97%) were females. According to Clance imposter phenomenon scoring, of the total 189 students the severity of imposter syndrome is as follows: mild, 5(2.64%), moderate,72(38.09%), severe,103(54.49%) and very severe, 09(4.76%). Moreover, third year students were found to have high prevalence and degree of severity of imposter syndrome.Conclusions: Imposter phenomenon exists in a significant percentage of medical students and appears to peak in the third year of medical school. Both genders are at equal risk of having imposter syndrome. It is associated with various psychological illnesses. Further discussion regarding medical education paradigms in light of high levels of imposter phenomenon is needed.

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Community based medical education: A learning experience of Pakistani Undergraduate Medical Students at Medical Camps.

The Professional Medical Journal ◽

10.29309/tpmj/2021.28.12.6165 ◽

2021 ◽

Vol 28 (12) ◽

pp. 1857-1861

Author(s):

Zahid Kamal ◽

Muhammad Mohsin Ali ◽

Manaqibb Zain Ali ◽

Muhammad Naeem Rustam ◽

Saeed Zafar Khan

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Curriculum ◽

Positive Impact ◽

Learning Experience ◽

Skill Learning ◽

Categorical Variables ◽

Continuous Variables ◽

Undergraduate Medical Students ◽

Community Based

Objective: To determine impact of community based Medical Education on learning of undergraduate medical students. Study Design: Non-comparative, Prospective study. Setting: Irfania Ophthalmic Medical Camp, Lahore. Period: July 2019. Material & Methods: 70 students participated in a 4 hour interactive session, where they took a focused history, performed relevant clinical examination, and counseled patients regarding their disease. At the end, feedback was collected using a pre-tested questionnaire. Data obtained was analyzed using SPSS version 23, with mean ± SD determined for continuous variables and frequency with percentage for categorical variables. Results: Majority of the participants were female fourth year medical students. 97.1% found the camp system more efficient for learning, while 94.3% thought it should be included in future ophthalmic curricula. 81.5% of the participants were of the opinion that the camp had had a positive impact on their communication skills regarding taking focused history and counseling patients. Conclusion: In a country like Pakistan with a high burden of ophthalmic diseases and a developing medical curriculum, medical camps are essential for training and skill learning for undergraduate medical students, and should be included in the medical curriculum.

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Exploring the perspectives of medical students of application on e-learning in medical education during the COVID-19 pandemic

Work ◽

10.3233/wor-205339 ◽

2021 ◽

pp. 1-12

Author(s):

Nazar P. Shabila ◽

Nazdar Ezzaddin Alkhateeb ◽

Ali Shakir Dauod ◽

Ali Al-Dabbagh

Keyword(s):

Medical Education ◽

Medical Students ◽

Q Methodology ◽

Clinical Teaching ◽

Learning Experience ◽

Continue Medical ◽

E Learning ◽

Different Characteristics ◽

Study Halls

BACKGROUND: The use of e-learning has become mandatory during the COVID-19 pandemic. However, there are many barriers to applying e-learning in medical education. OBJECTIVE: This study aimed to explore medical students’ perspectives on the application of e-learning in medical education during the COVID-19 pandemic. METHODS: This Q-methodology explorative study was conducted in Kurdistan Region of Iraq. A sample of 37 medical students was purposively selected to represent different characteristics. The students distributed 37 statements representing different aspects of e-learning in medical education into a nine-point scoring grid from “least agree” to “most agree.” RESULTS: Data analysis revealed three distinct viewpoints. The first viewpoint, complete dependence on e-learning, emphasized a preference for e-learning to continue medical education and complete the study year with a minimal return to study halls or practical/clinical sessions. The second viewpoint, opponents of applying e-learning in medical education, included a generally negative view about e-learning and its role in medical education during the COVID-19 pandemic. The third viewpoint, e-learning as a supplement to medical education, emphasized a generally positive view about e-learning and considered it a supplement to the theoretical parts of medical education during the pandemic. CONCLUSION: The three diverse viewpoints are primarily distinguished by the availability of e-learning experience and skills, availability of technology, risk perception of COVID-19, and the need for in-hospital clinical teaching. Provision of necessary facilities and training is required to strengthen the role of e-learning in medical education. A safe environment is needed for on-campus or hospital clinical teaching.

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Evaluation of problem-based learning innovation in medical education during the COVID-19 pandemic: a qualitative study among medical students (Preprint)

10.2196/preprints.22088 ◽

2020 ◽

Author(s):

Meiling Chen ◽

Siyi Wang ◽

Babatunde Akinwunmi ◽

Wai-Kit Ming

Keyword(s):

Medical Education ◽

Medical Students ◽

Thematic Analysis ◽

Teaching Method ◽

Learning Experience ◽

Problem Based Learning ◽

Teaching Quality ◽

Learning Preferences ◽

Clinical Clerkship ◽

Teaching Mode

BACKGROUND Most educators affected by the COVID-19 epidemic have had to find the most appropriate teaching approach to deal with this emergency teaching situation, i.e., an approach that can make good use of various teaching resources to achieve high adaptability. According to the characteristics of medical students and the course content of clinical clerkship, we adopted the problem-based learning (PBL) method to redesign the pedagogy of clerkship. At the end of the semester, the feasibility of the PBL teaching model in emergency remote teaching (ERT), which has an impact on students' learning experience and preference, was evaluated. Compared with other countries affected by the COVID-19 epidemic, the outbreak time and recovery time in China are both earlier; thus, the evaluation and feedback of ERT can provide the referential evidence to global educators and institutions. OBJECTIVE The objective of this study was to explore medical students' learning experience in ERT to understand how these positive and negative perceptions influence their learning preferences in different teaching modes and how the PBL model combined digital technology to influence teaching quality. METHODS Among 123 medical students from Jinan University, China, who participated in the questionnaire at the end of the ERT in the clinical clerkship course, 25 volunteered to have a further in-depth interview. We randomly select five veterinary students to participate in the one-on-one in-depth online interview, which was conducted within 30 minutes. After coding of the transcription by the NVivo 12.0 software, the collected qualitative data would undergo a thematic analysis. RESULTS The thematic analysis indicated two main themes. One is that the adoption of PBL is the crucial for overseas medical students to evaluate ERT positively, and is depicted by one sub-theme: positive comment contributions. The other theme is that clinical practice as the core of medical education has a decisive influence on the teaching mode preference of medical students, as depicted by two sub-themes: negative comment contributions; and preference in different teaching methods. CONCLUSIONS Although medical students preferred an offline teaching mode due to practical requirements, they generally gave positive comments on this ERT because of the PBL method pedagogy. This indicated the feasibility of the online PBL teaching method in medical education. Moreover, medical students' preferences in the combination of the online and offline teaching mode revealed a revolutionary new direction of revolution in medical education.

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Using evaluation to improve medical student rural experience

Australian Health Review ◽

10.1071/ah14195 ◽

2016 ◽

Vol 40 (2) ◽

pp. 174 ◽

Cited By ~ 1

Author(s):

Jennifer J. Moffatt ◽

Janine E. Wyatt

Keyword(s):

Medical Education ◽

Medical Students ◽

Outcome Measures ◽

Response Rate ◽

Rural Setting ◽

Clinical Placement ◽

Rural Medicine ◽

Education Experience ◽

Rural Medical Education ◽

Ongoing Evaluation

Objective The aim of this evaluation was to see whether interventions implemented to improve the Rural Medicine Rotation made this a more effective rural medical education experience. Multiple interventions targeting the student experience, lecturers and preceptors were implemented. Methods A quasi-experimental design using pre- and post-measures was used. The participants were all University of Queensland, School of Medicine, Rural Medicine Rotation students who completed the 2009 and 2010 rural medicine rotation evaluations. There were 769 students, with an 84% response rate in 2009 and an 80% response rate in 2010. In addition, all the 25 program preceptors who were visited in 2009 and the 34 who were visited in 2010 participated in the study. Results The implementation of interventions resulted in significant improvement in three outcome measures, namely teaching effectiveness, provision of an environment supportive of learning in a rural/remote setting and opportunities for professional growth. Two of the three other outcome measures – ensuring a safe clinical placement and opportunities for procedural skills experience and development – were very positively evaluated in both 2009 and 2010. Conclusions The interventions contributed to a more effective rural medical education experience, providing students with the opportunity to develop skills and knowledge relevant for rural medicine and to gain an understanding of the context in which rural medicine is practiced. What is known about the topic? Many Australian medical schools offer students rural-based educational opportunities based on the premise that placing medical students in a rural setting may ultimately lead to them choosing careers in rural medicine. However, there is a paucity of evidence on the factors that are considered necessary for medical students to gain a positive rural experience of short conscripted rural placements. What does the paper add? This paper identifies successful interventions to the rotation and placements that provide a positive experience of the rural clinical placement for students. These interventions occurred within an ongoing evaluation program embedded in the rotation. What are the implications for practitioners? Through ongoing evaluation, interventions can be selected and implemented that succeed in contributing to students having a positive rural clinical placement experience. This paper demonstrates how an embedded continuous improvement program serves to provide direction for ongoing modifications.

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Impact of COVID-19 on Canadian Medical Education: Pre-clerkship and Clerkship Students Affected Differently

Journal of Medical Education and Curricular Development ◽

10.1177/2382120520965247 ◽

2020 ◽

Vol 7 ◽

pp. 238212052096524

Author(s):

Jobanpreet Dhillon ◽

Ali Salimi ◽

Hassan ElHawary

Keyword(s):

Medical Education ◽

Medical Students ◽

Medical Training ◽

Learning Experience ◽

Core Competencies ◽

Sustainable Solutions ◽

Hands On ◽

Medical Education System ◽

Mcgill University ◽

Education Medical

The coronavirus pandemic (COVID-19) has altered the undergraduate learning experience for many students across Canada. Medical education is no exception; clinical programs, in-person lectures, and mandatory hands-on activities have been suspended to adhere to social distancing guidelines. As remote teaching becomes the forefront of education, medical curricula have been forced to adapt accordingly in order to fulfill the core competencies of medical training and to provide quality education to medical students. With that in mind, the COVID-19 crisis offers a unique opportunity to evaluate the current “continuity plans” in medical education as they stand. This paper provides the perspective of medical students on how medical education is changing for both pre-clerkship and clerkship students, using their experience at McGill University as an example for the Canadian medical education system. Additionally, we discuss the accommodations put forth by the undergraduate medical education (UGME) office, and reflect on the limitations and sustainable solutions in supporting quality medical education.

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COVIDReady2 study protocol: cross-sectional survey of medical student volunteering and education during the COVID-19 pandemic in the United Kingdom

BMC Medical Education ◽

10.1186/s12909-021-02629-4 ◽

2021 ◽

Vol 21 (1) ◽

Author(s):

Matthew H. V. Byrne ◽

◽

James Ashcroft ◽

Laith Alexander ◽

Jonathan C. M. Wan ◽

...

Keyword(s):

Medical Education ◽

United Kingdom ◽

Medical Students ◽

Learning Experience ◽

Cross Sectional Study ◽

Cross Sectional Survey ◽

Cross Sectional ◽

The United Kingdom ◽

Clinical Support ◽

Qualitative Responses

Abstract Background The coronavirus disease 2019 pandemic has led to global disruption of healthcare. Many students volunteered to provide clinical support. Volunteering to work in a clinical capacity was a unique medical education opportunity; however, it is unknown whether this was a positive learning experience or which volunteering roles were of most benefit to students. Methods The COVIDReady2 study is a national cross-sectional study of all medical students at medical schools in the United Kingdom. The primary outcome is to explore the experiences of medical students who volunteered during the pandemic in comparison to those who did not. We will compare responses to determine the educational benefit and issues they faced. In addition to quantitative analysis, thematic analysis will be used to identify themes in qualitative responses. Discussion There is a growing body of evidence to suggest that service roles have potential to enhance medical education; yet, there is a shortage of studies able to offer practical advice for how these roles may be incorporated in future medical education. We anticipate that this study will help to identify volunteer structures that have been beneficial for students, so that similar infrastructures can be used in the future, and help inform medical education in a non-pandemic setting. Trial registration Not Applicable.

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