scholarly journals Medical education adaptation in South Korea during the COVID-19 pandemic

2021 ◽  
Vol 6 (3) ◽  
pp. 10-13
Author(s):  
Young-Mee Lee ◽  
Hyunmi Park
Keyword(s):  
Medical Education ◽  
Online Education ◽  
South Korea ◽  
Student Satisfaction ◽  
Online Survey ◽  
Student Evaluation ◽  
Medical Schools ◽  
Assessment System ◽  
The Status ◽  
Medical School Student

Introduction: We describe the circumstances and adaptations in the South Korean medical education during the COVID-19 pandemic and discuss areas in need of improvement in preparation of a worsening situation or for similar future public health crises. Methods: Literature reviews, focusing on research papers about medical educational changes in South Korea during the COVID-19 pandemic were performed. Selective data collected from a nationwide online survey by the Korean Association of Medical Colleges on the status of curricular changes in medical schools during the COVID-19 was presented. Results: All lectures have moved online, but clinical students continued their hospital placements during the pandemic, except for the first 3-5 weeks during the first surge in 2020. Initial technical naivety of the faculty and lack of technical resources were short-lived and the medical students settled well showing a much higher than expected student satisfaction level over online education. Practical skills sessions which benefit most from onsite hands-on experiences such as anatomy dissection, were delivered through a blended approach in some medical school. Student evaluation is the area of least change, mainly due to the students’ lack of trust in online assessments. Conclusion: South Korea' underwent major changes in medical education brought upon COVID-19 and the readiness of the technology adoption has been much increased. Student evaluation is the area of least transformation. Adoption of a programmatic assessment system should be considered to enhance not only learning but also improve trust among stakeholders of medical schools.

Exploring an Innovative Course Delivery Method for Accelerated BSN Students

2019 ◽  
Vol 16 (1) ◽  
Author(s):  
Rhoda A. Owens
Keyword(s):  
Student Satisfaction ◽  
Student Learning ◽  
Online Survey ◽  
Student Evaluation ◽  
Course Delivery ◽  
Convenience Sample ◽  
Graded Material ◽  
Course Delivery Methods ◽  
Evaluation Of Learning ◽  
Bsn Students

AbstractBackgroundThe purpose of the pilot study was to develop and implement an innovative hybrid-delivered professional development course and explore accelerated BSN student satisfaction and perceived learning.MethodsThe convenience sample consisted of 16 accelerated BSN students at one Midwestern university. The Student Evaluation of Learning and Feedback to Instructors online survey instrument used consisted of 21 five-point Likert-scale items.ResultsStudents reported that the course was organized (M = 3.96) and promoted student learning (M = 4.53) and engagement (M = 3.97). Graded material was adequate (M = 4.31). The course created a supportive adult learning environment (M = 3.84) and instructor rapport (M = 4.47). Knowledge was applied during clinical experiences.ConclusionsHybrid courses can facilitate student learning and satisfaction. Further research is warranted to explore innovative hybrid course delivery methods with accelerated BSN students. It is critical to ensure quality education for this special nursing population.

The Student-Physician: Introductory Studies in the Sociology of Medical Education

PEDIATRICS ◽  
1959 ◽  
Vol 23 (1) ◽  
pp. 184-185
Author(s):  
WOODROW W. MORRIS
Keyword(s):  
Medical Education ◽  
Medical Student ◽  
American Medical ◽  
Student Evaluation ◽  
Medical Schools ◽  
Health Sciences ◽  
Atlantic City ◽  
Behavioral Sciences ◽  
General Topic ◽  
Student Physician

In recent years it has been increasingly noted that health sciences, services and education may look to the behavioral sciences, particularly psychology, sociology and anthropology, for the techniques and methods which will lead to continued growth and progress in the health fields. In September, 1957, the Association of American Medical Colleges published The Appraisal of Applicants to Medical Schools, which is the report of the Fourth Teaching Institute of the Association. This Institute was one of two sponsored by the Association on the general topic, "Evaluation of the Student." The second was held at Atlantic City in the fall of 1957 under the sub-heading, "The Ecology of the Medical Student." In the first of these Institutes, in the words of George Packer Benny, "medical deans and teachers opened the doors of their medical schools to their university colleagues in psychology. . . ." and having done so found vigorous stimulation to seek answers along novel and different pathways in their considerations of the problems inherent in student evaluation.

scholarly journals Factors that Influence Online Learning Assessment and Satisfaction: Using Moodle as a Learning Management System

2016 ◽  
Vol 9 (2) ◽  
pp. 1 ◽  
Author(s):  
Hongjiang Xu ◽  
Sakthi Mahenthiran
Keyword(s):  
Online Learning ◽  
Online Education ◽  
Student Satisfaction ◽  
Online Survey ◽  
New Technologies ◽  
Research Result ◽  
Hybrid Course ◽  
Empirical Survey ◽  
Core Technology ◽  
Learning Management

<p>Higher education continues to evolve, including recent increases in the number of courses offered fully and partially (hybrid) online. Many new technologies have been used to support online education, particularly learning management systems (LMS’s), which serve as the core technology platforms for the online environment. Our research is to use Moodle as an LMS and empirical survey data to investigate what are the factors that influence online assessment and overall satisfaction with online learning. We used an online survey as the method of data collection for this study. The survey questionnaire was sent anonymously to all students who took the online or hybrid course sections at a US university, as well as all faculty who taught those online or hybrid course sections. The research result showed that overall student satisfaction with online learning is significantly affected by how the course is organized and how the content is sequenced, the ease with which students can complete assignments, and the use of the LMS to engage with content.</p>

scholarly journals Perceptions of medical students and teachers to online medical education: online surveys in Eastern China

2021 ◽  
Author(s):  
Yan Wang ◽  
Ying Liu ◽  
Wenyi Qian ◽  
Rongbin Yu
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Education ◽  
Online Survey ◽  
Eastern China ◽  
Learning Motivation ◽  
Efficacy Evaluation ◽  
Online Surveys ◽  
Teachers And Students ◽  
Learning Platforms

Abstract Background: Due to the quarantine measures during the outbreak of COVID-19, medical schools in China had to shift to online education overnight. Researchers wanted to find out the underlying problems and issues worth exploring of online medical education in China so as to enlighten future improvement.Methods: Researchers distributed structured and self-administered surveys on “Wechat”and “Wenjuanxing”. 3 online surveys were given out to the medical students on Feb. 17, Feb. 24 and Mar. 20 and 1 online survey was distributed to the medical teachers on Mar. 20 in Eastern China. Results: 76.42% of the students were satisfied with online medical education and it hardly changed after a month. At first, the biggest challenge of learning online was the lagging platform. But as time passed by, it became the learning motivation. Most students thought it suitable to teach theoretical content online and inappropriate to teach practical classes online. The opinions of PBL, CBL and TBL online were divided. Only 36.27% courses had quiz. 12.40% courses were live-stream and 51.91% course teachers answered questions online. About four fifths parents would remind their children to study online. 69.27% of teachers chose to change or use more learning platforms online.80.61% of parents would remind their children to study online.Most student thought it necessary to re-teach after online education while most teachers did not think so.Conclusion: Generally speaking, the infrastructure in eastern China can meet the requirement of online medical education. Students were not sure whether online PBL, CBL and TBL education could fulfill the goal of the course. Lack of learning motivation was the biggest problem of learning online if the lagging platform issue was fixed. Teachers in China were not skilled enough to teach online. Online medical education efficacy evaluation of teachers and students was entirely different.

Perspective of Undergraduate Students on Virtual Teaching in Medical Education

2020 ◽  
Vol 2 (2) ◽  
pp. 79-83
Author(s):  
Kabita Hada Batajoo ◽  
Sneha Pradhanaga ◽  
Trishna Shrestha ◽  
Manjita Bajracharya ◽  
Bindu K.C. Pandey
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Undergraduate Students ◽  
Education System ◽  
Online Teaching ◽  
Online Survey ◽  
Cross Sectional Survey ◽  
Alternative Mode ◽  
Cross Sectional ◽  
Virtual Teaching

Introduction: Global pandemic of Novel corona virus (Covid 19) has become a public health emergency with multidimensional effect including education system. World has implemented physical distancing by “lockdown” strategy leading to disruption of normal routines of academic institutions. Medical students are bound to adapt web based online education system however; virtual teaching has both opportunities as well as challenges that needs to be explored for better medical education ahead. Methods: This is an observational cross sectional survey conducted on 9th batch MBBS 4th year students of KIST medical college and teaching hospital. The online survey was done by google form via emails and responses were complied on Microsoft database Excel program. Result: Out of 93 students 88 (95.44%) responded comprising 63.6% female and 36.4% male. Among them 54.5% were from within the valley whereas 45.5% were from outside the valley. 26.1% found virtual teaching was very effective with several opportunities however 58% thought online classes were slightly effective. 65.9% found 45min duration is appropriate per session. Conclusion: During the Covid pandemic, virtual online teaching has been alternative mode for continuity of medical education which can be attended from safe environment of home with proper utilization of time.

scholarly journals Health informatics in UK Medical Education: an online survey of current practice

JRSM Open ◽  
2016 ◽  
Vol 8 (1) ◽  
pp. 205427041668267 ◽  
Author(s):  
Sarah Walpole ◽  
Paul Taylor ◽  
Amitava Banerjee
Keyword(s):  
Medical Education ◽  
Health Informatics ◽  
Online Survey ◽  
Medical Curriculum ◽  
Academic Staff ◽  
Medical Schools ◽  
Medical Council ◽  
National Guidelines ◽  
Record Keeping ◽  
Medical Undergraduate

Objective Health informatics has growing importance in clinical practice with successive General Medical Council recommendations. However, prior data suggest that undergraduate medical education largely neglects this area. An up-to-date, UK-wide view of health informatics training in medical schools is required. Design An online survey was developed using current guidance and recommendations of UK professional bodies. Participants and Setting Senior academic staff and health informatics educators at all 34 UK medical schools were invited to complete the survey. Main outcome measures Quantitative and qualitative data regarding health informatics in the undergraduate medical curriculum. Results A total of 26/34 (76%) of UK medical schools responded and 23 provided full information. Aspects most frequently mentioned were literature searching and research governance. Seventeen per cent of respondents felt there was little or no HI training, although clinical record keeping was addressed by all medical schools. Pedagogies used to teach health informatics were self-directed learning (78%) to lecture based (70%), seminars (70%), informal teaching in clinical settings (57%) and problem-based learning (22%). Health informatics was usually integrated vertically and horizontally across the curriculum (76%). Assessment and updates of the health informatics curriculum are limited (57 and 41%, respectively). Thirty-two per cent of respondents reported a low level of confidence among students to use health informatics as doctors. In the most up-to-date survey of health informatics teaching in UK medical schools, there are three major findings. First, the proportion of health informatics in the medical undergraduate curriculum is low. Second, there was variation in content, pedagogy and timing across medical schools. Third, health informatics is rarely assessed and course content is not regularly updated. Conclusions There is a role for national guidelines and further research in this area of the curriculum which is rapidly gaining in prominence.

scholarly journals Impact of COVID-19 on Continuing Medical Education—Results of an Online Survey Among Users of a Non-profit Multi-Specialty Live Online Education Platform

2021 ◽  
Vol 8 ◽  
Author(s):  
Tobias L. Schulte ◽  
Thilo Gröning ◽  
Babett Ramsauer ◽  
Jörg Weimann ◽  
Martin Pin ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Continuing Medical Education ◽  
Online Survey ◽  
Final Analysis ◽  
Human Interaction ◽  
Non Profit ◽  
Face To Face ◽  
Education Platform ◽  
The Impact

Background: The Coronavirus Disease-2019 (COVID-19) pandemic accelerated digitalization in medical education. Continuing medical education (CME) as a substantial component of this system was relevantly affected. Here, we present the results of an online survey highlighting the impact on and the role of online CME.Methods: An online survey of 44 questions was completed by users of a German online CME platform receiving an invitation via newsletter. CME habits, requirements, personal perception, and impact of the pandemic were inquired. Standard statistical methods were applied.Results: A total of 2,961 responders took the survey with 2,949 completed surveys included in the final analysis. Most contributions originated from Germany, Austria, and Switzerland. Physicians accounted for 78.3% (57.5% hospital doctors) of responses followed by midwives (7.3%) and paramedics (5.7%). Participating physicians were mainly board-certified specialists (69%; 55.75% hospital specialists, 13.25% specialists in private practice). Frequent online lectures at regular intervals (77.8%) and combined face-to-face and online CME (55.9%) were favored. A duration of 1–2 h was found ideal (57.5%). Technical issues were less a major concern since the pandemic.Conclusion: A shift from face-to-face toward online CME events was expectedly detected since the outbreak. Online CME was accelerated and promoted by the pandemic. According to the perception of users, the CME system appears to have reacted adequately to meet their demand but does not replace human interaction.

scholarly journals Students' Perspectives on Curricular Ultrasound Education at German Medical Schools

2021 ◽  
Vol 8 ◽  
Author(s):  
Florian Recker ◽  
Gregor Barth ◽  
Hendra Lo ◽  
Nicolas Haverkamp ◽  
Dieter Nürnberg ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Survey ◽  
Medical Schools ◽  
Traditional Curriculum ◽  
Ultrasound Education ◽  
Medical Faculties ◽  
Second Year ◽  
Very High ◽  
Inherent Part

Background: Despite ultrasound being an inherent part of medical education, only a few German medical schools have established a comprehensive ultrasound curriculum. This study aimed to explore medical students' perspectives on ultrasound in medical education (USMed).Results: Between January 1st, 2019 und June 30th, 2019, an online survey was conducted among German medical students via the students' associations and their respective teaching facilities. The survey consisted of 17 items regarding USMed. Statements were rated on a 4-point Likert scale for agreement. In total, 1040 students from 31 German medical faculties participated. The majority (1021, 98.2%) reported a very high to high interest in curricular USMed. Students agreed (n = 945, 90.9%) that USMed would be helpful along their entire course of medical studies. Considering the best starting time for USMed, the opinions of German medical students diverged: students studying in a model curriculum preferred to start in the second year (40.7%) while 49% of the students studying in a traditional curriculum preferred to start in the third year (p ≤ 0.001). An insufficient allotment of time for USMed in the planned curriculum (675, 65%) and a lack of courses run by medical faculty (305, 29.4%) were listed as perceived significant barriers to the participation in USMed. Peer teaching was regarded as an effective method in realizing USMed by 731 (70.3%) students.Conclusion: German medical students are very interested and willing to participate in USMed. There appears to be a high demand for US courses offered by medical schools.

scholarly journals Student Satisfaction with Using Online Discussion Forums at Saudi Universities

2017 ◽  
Vol 7 (2) ◽  
pp. 1 ◽  
Author(s):  
Majed Gharmallah Alzahrani
Keyword(s):  
Online Education ◽  
Student Satisfaction ◽  
Online Survey ◽  
Online Discussion ◽  
Traditional Learning ◽  
Discussion Forums ◽  
Student Demographics ◽  
Online Discussion Forums ◽  
Significant Relationships ◽  
Education Data

This study aims to investigate student satisfaction with using online discussion forums (ODFs). It also aims toexamine the relationships between student satisfaction with using ODFs and student demographics as well as withtheir experience with ICT and online education. Data are collected from 2171 students from four leading universitiesat Saudi Arabia through using an online survey. Overall, the results indicate that students are satisfied with usingODFs in their learning. In addition, student satisfaction with using ODFs had significant relationships with themajority of student demographics and experience with ICT variables. Interestingly, all student experience withonline education variables had significant and positive relationships with student satisfaction with using ODFs.However, factors such the availability of the Internet, preference of traditional learning, life commitments, andexperience with ICT and online education may affect student satisfaction with using ODFs.

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