The online learning in medical education: A novel challenge in the era of COVID-19 pandemic

2020 ◽  
Vol 32 (2) ◽  
pp. 89
Author(s):  
AthanasiosG Papatsoris ◽  
Fouad Ayoub ◽  
Mohamad Moussa ◽  
MohamadAbou Chakra ◽  
NazihBou Chahine ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning

10. Designing an online curriculum supporting risk management and patient safety

2007 ◽  
Vol 30 (4) ◽  
pp. 33
Author(s):  
T. Gondocz ◽  
G. Wallace
Keyword(s):  
Risk Management ◽  
Medical Education ◽  
Patient Safety ◽  
Online Learning ◽  
Online Courses ◽  
Learning System ◽  
Online Curriculum ◽  
For Profit ◽  
Not For Profit ◽  
Managing Risk

The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.

scholarly journals A guide for evaluation of online learning in medical education: a qualitative reflective analysis

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Nourhan F. Wasfy ◽  
Enjy Abouzeid ◽  
Asmaa Abdel Nasser ◽  
Samar A. Ahmed ◽  
Ilham Youssry ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Best Practice ◽  
Online Courses ◽  
Learning Experience ◽  
Organizational Capacity ◽  
Expert Consensus ◽  
Educational Effectiveness ◽  
Education Community ◽  
Rapid Shift

Abstract Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

Solutions, enablers and barriers to online learning in clinical medical education during the first year of the Covid19 pandemic: A rapid review

2021 ◽  
pp. 1-9
Author(s):  
Rodrigo Almeida Bastos ◽  
Danielle Rachel dos Santos Carvalho ◽  
Carolina Felipe Soares Brandão ◽  
Ellen Cristina Bergamasco ◽  
John Sandars ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Rapid Review ◽  
First Year

scholarly journals Flattening the curve of COVID-19 for medical education in psychiatry and addiction medicine

2020 ◽  
pp. 103985622094664
Author(s):  
Jeffrey CL Looi ◽  
Daniel Bonner ◽  
Paul Maguire ◽  
Angus Finlay ◽  
Philip Keightley ◽  
...  
Keyword(s):  
Public Health ◽  
Medical Education ◽  
Online Learning ◽  
Summative Assessment ◽  
Addiction Medicine ◽  
Clinical Placements ◽  
Health Measures

Objective: To describe the context, challenges and responses to COVID-19 public health measures for medical education in psychiatry, with an emphasis on sharing strategies for ongoing COVID-19 challenges. Conclusion: The rapidity of COVID-19 public health measures instituted in Australia required swift action for medical education to address lockdowns of student clinical placements. The responses included a transition to interim online learning followed by a return to truncated clinical placements renegotiated to conform to public health measures. Adjustment of formative and summative assessment has been necessary. However, further contingencies may emerge depending upon the overall progress of the COVID-19 pandemic.

scholarly journals Experience with forced transition to online learning during the COVID-19 pandemic: Students’ cognitive performance and their perceptions of teaching

2021 ◽  
Vol 6 (3) ◽  
pp. 45-55
Author(s):  
Nathalie Khoueiry Zgheib ◽  
Ahmed Ali ◽  
Ramzi Sabra
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Negative Impact ◽  
Mode Of Delivery ◽  
Advantages And Disadvantages ◽  
Survey Questions ◽  
Rapid Transition ◽  
Performance And Evaluation

Introduction: The forced transition to online learning due to the COVID-19 pandemic has impacted medical education significantly. Methods: In this paper, the authors compare the performance of Year 1 and 2 classes of medical students who took the same courses either online (2019-2020) or face-to-face (2018-2019), and compare their evaluation of these courses. The authors also present results of three survey questions delivered to current Year 1 medical students on the perceived advantages and disadvantages of online learning and suggestions for improvement. Results: Performance and evaluation scores of Year 1 and 2 classes was similar irrespective of the mode of delivery of the course in question. 30 current (2019-2020) Year 1 students responded to the survey questions with a response rate of 25.4%. Some of the cited disadvantages had to do with technical, infrastructural and faculty know-how and support. But the more challenging limitations had to do with the process of learning and what facilitates it, the students’ ability to self-regulate and to motivate themselves, the negative impact of isolation, loss of socialisation and interaction with peers and faculty, and the almost total lack of hands-on experiences. Conclusion: Rapid transition to online learning did not affect student knowledge acquisition negatively. As such, the sudden shift to online education might not be a totally negative development and can be harnessed to drive a more progressive medical education agenda. These results are particularly important considering the several disadvantages that the students cited in relation to the online delivery of the courses.

scholarly journals CHALLENGES AND OPPORTUNITIES OF MEDICAL EDUCATION UNDER CONDITIONS OF CORONAVIRUS DISEASE (COVID-19) PANDEMIA

2021 ◽  
Vol 20 (3) ◽  
Author(s):  
I.M. Poiasnyk ◽  
V.A. Gryb
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Adaptive Learning ◽  
Medical Training ◽  
Core Competencies ◽  
Transformative Change ◽  
Phone Calls ◽  
Challenges And Opportunities ◽  
High Level ◽  
Physician Patient

The article analyzes how higher medical education is currently undergoing a gradual butsignificant change to the transformation into online learning adapt accordingly in orderto fulfill the core competencies of medical training and to provide quality education tomedical students during the COVID-19 pandemia.Objective – to study the challenges and opportunities faced by medical schoolsin introduction of the remote learning for basic science teaching in response to theCOVID-19 crisis.Conclusions. Despite the pace of this transition, both formal and informal studentfeedback indicated that students have an extremely high level of satisfaction andengagement with online learning activities. The use of emergent technology (e.g.,artificial intelligence for adaptive learning, virtual simulation, and telehealth) foreducation is most likely to be indispensable components of transformative change andpost-COVID medical education. These measures could then be followed by hands-onexperience that is provided in a safe environment. As physicians begin to use telehealth(phone calls, video visits, and communication over online medical record applications)to communicate with their patients, students should be included (and instructed) in thislearning environment. It is likely that telehealth will persist long after the pandemicrecedes perhaps even as a preferred method of physician-patient interaction in somesituations. Therefore, it is essential that students graduate from medical school welltrained in telehealth including technological aspects as well as learning the mostprofessional models of the physician-patient distance interaction.

scholarly journals Online Learning Using Google Classroom: Undergraduate Medical Students and Paediatric Residents Perspectives in the University of Port Harcourt, Nigeria

2020 ◽  
pp. 8-15
Author(s):  
I. E. Yarhere ◽  
I. O. Obuzor ◽  
E. Fomsi
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Pearson Correlation ◽  
Electric Energy ◽  
Undergraduate Medical Students ◽  
Online Questionnaire ◽  
Port Harcourt ◽  
Internet Availability ◽  
Learning Platforms

Schools in Nigeria were shut down and lectures stopped altogether. The capacity of the Nigerian educational environment to carry out these online interactions may be stretched thin with many foreseeable challenges. Objectives: To identify the current familiarity and use of online classroom platforms by medical students and Paediatric residents, and to identify the barriers to its use for medical education. Methods: A descriptive comparative study design using a semi-structured online questionnaire Google survey of 128 medical students and residents in training in University of Port Harcourt Teaching Hospital assessing demographics, availability of tools for online learning and application. Results: Both groups had high familiarity, but low use, of Google classroom, and preferred mobile devices to laptops. There was high familiarity 90.6%, but low use 42.2%, of Google classroom and the ease of using Google classroom for interphasing or interacting between learners and facilitators was affected by Internet availability, Pearson correlation, 0.185, p = 0.037, but not electric power availability, Pearson correlation, 0.135, p = 0.133. Conclusions: There is an overall high awareness of a range of the Google classroom LMS platform by both medical students and residents. However, constant electric energy supply, availability of internet and competence in preparing multimedia presentations and uploading these for assessment may enhance the use of online learning platforms in Nigeria for undergraduate and post graduate medical education.

scholarly journals Capacities and Obstacles of Kuwait Medical Educational Sector in Transitioning Education System to Online Form: A Paradigm Shift

2021 ◽  
Vol 16 (12) ◽  
pp. 88
Author(s):  
Shafi AlDousari
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Online Education ◽  
Education System ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Faculty Members ◽  
Online Teaching And Learning ◽  
E Mail ◽  
Online Form

Background: During this coronavirus outbreak, online teaching and learning have become highly common in medical education. The majority of students and professors have transitioned to this comparatively modern online learning model. While faculty members found the transition to online education to be overwhelming, they persevered. Aim: study aims to investigate the Kuwait Medical educational sector's capacities and obstacles in transitioning the education system to the online form. Method: This study used a close-ended survey questionnaire constructed on Google Forms and distributed to the participants via e-mail. The study used an online Google form for formulating the questionnaire survey, which was later sent to the participants via e-mail. Results: The results showed that most of the faculty members (53%) were satisfied with online learning. The most prominent difficulty emphasized by the faculty members (35%) was network vulnerability n online teaching. The majority of the faculty members (45%) agreed that transitioning to remote teaching is a big challenge and that there is inequality for different technology uses (56%). Conclusion: Online learning has been increasingly relevant in medical education in recent months. It has its own set of benefits for improving students' knowledge and skills, and it may be used as an instructional tool in medical school.

Principles of Instructional Design for E-Learning and Online Learning Practices

2016 ◽  
pp. 551-585
Author(s):  
Erdem Demiroz
Keyword(s):  
Medical Education ◽  
Educational Technology ◽  
Online Learning ◽  
Instructional Design ◽  
Online Education ◽  
21St Century ◽  
Pedagogical Practices ◽  
Self Directed Learning ◽  
Learning Practices ◽  
E Learning

The dramatic transition from the post-Flexnerian model to the models of 21st century requires pedagogical practices such as teaching techniques, methods, and strategies to be modernized in order to address the diverse needs of 21st century medical students. E-learning and online education applications provide enriched opportunities for redesigning health education, and they are widely discussed in life-long learning, self-directed learning, and competency-based instructional practices. Advancements in educational technology, and the best practices of integrating educational technology with pedagogy, are not clearly outlined in medical education although e-learning and online education have the potential to address the requirements of modernized medical education. The overall goals of the chapter are to discuss technology-supported instructional design practices in medical education by emphasizing learner characteristics, addressing principles of instructional design for online teaching practices, and providing evaluation tools that guide designers to develop better online learning practices for advancing medical education through technology.

Sign in / Sign up

Export Citation Format

Share Document