The Impact of the Coronavirus Pandemic on Medical Education: A Case Study at a Public University in Romania

The spread of COVID-19 in 2020 forced universities around the world to transfer on-site education to a virtual environment. The main goal of this study was to compare the experiences regarding online learning of students in programs that require clinical experiences with those of students in programs that do not require such experiences. The authors hypothesized that the switch to online instruction has affected medical students more profoundly than other students. Using a convenience sample of students at a Romanian university, the researchers explored differences between the two groups related to technical and personal problems, course quality, and instructional strategies used by faculty. The results indicate that medical students who could not participate in clinical experiences were significantly less satisfied with the transition to online learning than students in other programs. One implication of these results is that faculty teaching in medical schools need to improve in three areas related to online course quality: pedagogy, course content, and course preparation.

A Golf Course Quality Scale (GCQS): Validity and Reliability Testing on Spanish Golf Courses

The objective of this study was to evaluate the psychometric properties, in terms of validity and reproducibility, of the Golf Course Quality Scale (GCQS) in the Spanish golf course context. The GCQS is a scale that measures the quality of a golf course perceived by its users. It is comprised of 22 five-point Likert scale items, ranging from 1 (disagree) to 5 (totally agree). The items were grouped into five dimensions: services, etiquette, facilities, golf courses, and staff. A translated and adapted version of the Australian CQS questionnaire was administered to a total of 401 federated golf players in the Region of Murcia (RM). The margin of error was 4.9% with a confidence level of 95%. Of the total sample, 88.5% were men and 11.5% were women. The participants were between the ages of 18 and 80 (M = 54.1, SD = 14.3). Following an exploratory factor analysis (EFA) to determine the suitability of the proposed items and the factorial structure of the scale, a confirmatory factor analysis (CFA) was performed using structural equations under the maximum likelihood extraction method. This assessed the fit of the model and its internal consistency, with values above 0.79. In conclusion, the validity and reliability of this psychometric scale for the purposes of evaluating the quality of golf courses perceived by their users have been verified. The results confirm that the scale is a useful tool for golf course research and management.

Enhancing the Quality of a Higher Education Course: Quality Function Deployment and Kano Model Integration

There is an important relationship between the quality of undergraduate education and competitiveness in the global economy, especially for emerging economies. Quality Function Deployment (QFD) is one of the important methodologies in Total Quality Management (TQM) to translate customer requirements into technical specifications. The purpose of this study is to apply Third Generation Western QFD methodology together with Kano model to categorize and prioritize the needs of customers to increase a graduate-level course quality in higher education. To this end, the Voice of the Customer was identified through the Kano technique that enables categorization and prioritization of student requirements. To the best of our knowledge, this is the first empirical study in the literature that integrates the aforementioned methodologies in the field of higher education. With this integration, a focused quality house was generated which includes only prominent student and technical requirements. Accordingly, the prominent student requirements, which are classified as one-dimensional needs, are found to be the ones that are mostly lecturer-oriented attributes, such as the lecturer's theoretical and industrial knowledge. The interaction of the course with the industry, such as technical trips and invited speakers, which are called as attractive needs, are found to increase student satisfaction by creating delight. The prominent technical requirements are found to be budget/funds, number of students enrolled, lecturer workload, industry trip, good communication/empathy, lecturer qualifications, and competency in teaching. The combined framework may help educational decision-makers to identify and satisfy the main student requirements to enhance the quality of educational service processes.

Development and Implementation of DIGEST: The Digital Interactive Gastroenterology Education Suite for Trainees

ABSTRACT Introduction Clinical clerkship curricula should exist to provide rotating learners on subspecialty rotations with consistent exposure to specific topics geared toward the discipline of interest, such as pediatric gastroenterology (GI). We aim to describe our experience developing and implementing DIGEST: the Digital Interactive Gastroenterology Education Suite for Trainees, a novel, online GI curriculum delivered to virtual, rotating learners during the coronavirus (COVID-19) pandemic stay-at-home order. Materials and Methods A general needs assessment in 2019 identified a lack of standardized educational experience amongst the rotating learners on pediatric GI service. The COVID-19 pandemic compelled us to transition our curriculum from our institution’s secure share drive to the GOOGLE classroom. A program evaluation was undertaken and included learner responses to content and confidence questionnaires and a health care professions education (HPE) expert’s response to a course quality assessment rubric. Results Feasibility—the final DIGEST product was free of charge to create but incurred direct and indirect costs of time and training on behalf of the authors. Acceptance—7 possible learners participated and responded to the questionnaires (100% response rate). Learners reported a superior learning experience and increased confidence with DIGEST. An HPE expert reported that the course design of DIGEST met or exceeded expectations in all categories. Conclusions DIGEST is a novel pediatric GI curriculum for rotating learners that could be rapidly deployed, or adapted, for a wide range of clinical disciplines within the Military Health System.

Can MOOC Instructor Be Portrayed by Semantic Features? Using Discourse and Clustering Analysis to Identify Lecture-Style of Instructors in MOOCs

Nowadays, most courses in massive open online course (MOOC) platforms are xMOOCs, which are based on the traditional instruction-driven principle. Course lecture is still the key component of the course. Thus, analyzing lectures of the instructors of xMOOCs would be helpful to evaluate the course quality and provide feedback to instructors and researchers. The current study aimed to portray the lecture styles of instructors in MOOCs from the perspective of natural language processing. Specifically, 129 course transcripts were downloaded from two major MOOC platforms. Two semantic analysis tools (linguistic inquiry and word count and Coh-Metrix) were used to extract semantic features including self-reference, tone, effect, cognitive words, cohesion, complex words, and sentence length. On the basis of the comments of students, course video review, and the results of cluster analysis, we found four different lecture styles: “perfect,” “communicative,” “balanced,” and “serious.” Significant differences were found between the different lecture styles within different disciplines for notes taking, discussion posts, and overall course satisfaction. Future studies could use fine-grained log data to verify the results of our study and explore how to use the results of natural language processing to improve the lecture of instructors in both MOOCs and traditional classes.

REAPing the benefits: development and use of a structured evaluation framework to codify learning resources for Global Health professionals

Background The learning opportunities for global health professionals have expanded rapidly in recent years. The diverse array of learners and wide range in course quality underscore the need for an improved course vetting process to better match learners with appropriate learning opportunities. Methods We developed a framework to assess overall course quality by determining performance across four defined domains Relevance, Engagement, Access, and Pedagogy (REAP). We applied this framework across a learning catalogue developed for participants enrolled in the Sustaining Technical and Analytic Resources (STAR) project, a global health leadership training program. Results The STAR learning activities database included a total of 382 courses, workshops, and web-based resources which fulfilled 531 competencies across three levels: core, content, and skill. Relevance: The majority of activities were at an understanding or practicing level across all competency domains (486/531, 91.5%). Engagement: Many activities lacked any peer engagement (202/531, 38.0%) and had limited to no faculty engagement (260/531, 49.0%). Access: The plurality of courses across competencies were offered on demand (227/531, 42.7%) and were highly flexible in pace (240/531, 45.2%). Pedagogy: Of the activities that included an assessment, most matched activity learning objectives (217/531, 40.9%). Conclusions Through applying REAP to the STAR project learning catalogue, we found many online activities lacked meaningful engagement with faculty and peers. Further development of structured online activities providing learners with flexibility in access, a range of levels of advancement for content, and opportunities to engage and apply learning are needed for the field of global health.