The coronavirus disease 2019 (COVID-19) pandemic has led to massive disruptions in medical education. In the fall of 2020, newly matriculated medical students around the country started medical school in a remote learning setting. The purpose of this study is to assess the impact of remote learning during the COVID-19 pandemic on academic performance and student satisfaction among first-year medical students. MethodsThe newest cohort of first-year medical students (class of 2024; n = 128) who completed their first basic science course, "Genes, Molecules & Cells (GMC)," using an adapted remote format was compared to the prior year's cohort (class of 2023; n = 122) of first-year medical students who were taught using traditional approaches. The items that were compared were numerical performance on exams and quizzes, study strategies, and course evaluation in GMC. Data were analyzed with a two-sided t-test and Pearson correlation coefficient. Students' perception of remote learning was also reported and results were obtained using a five-point Likert scale through anonymous surveys via E-value. ResultsNo statistical difference was observed in students' performance on the midterm and final examinations between the two cohorts in both multiple-choice and written examinations. Mean multiple-choice question (MCQ) midterm students' performance in remote learning compared to traditional learning cohort was 75.9%, standard deviation (SD) 6.1 to 75.89%, SD 6.49, respectively. Mean MCQ final students' performance was 84%, SD 6.37 (class of 2024) to 85%, SD 8.78 (class of 2023). Students' satisfaction with their learning experience was similar among the two groups (class of 2024: mean = 4.61, SD 0.66; class of 2023: mean = 4.57, SD 0.68). Most students (70%) in the remote learning cohort had a positive opinion of remote learning. Of the students, 17% reported feeling disconnected, isolated, or not actively involved. ConclusionsThe results of this study demonstrate that not only is remote learning effective but that the students were also resilient in their adaptation to a new learning format. Our experience highlights the importance of including wellness solutions to mitigate the feeling of isolation and disconnection during remote learning.

Introduction: During the initial surge of the COVID‐19 pandemic, in accordance with AAMC recommendations, all undergraduate medical student learning at the Herbert Wertheim College of Medicine was transitioned to online platforms. We developed a voice‐over interactive presentation for the teaching of pharmacologic treatments used in the American Heart Association (AHA) Advanced Cardiac Life Support (ACLS) algorithms. Methods All fourth‐year students in the Class of 2020 (n=120) viewed the mandatory online presentation and completed the associated 28 item MCQ assessment. The 16‐minute voice‐over presentation was prepared using Microsoft PowerPoint. Content addressed all major AHA ACLS algorithms including approximately six minutes of content specifically addressing pharmacologic interventions. Both the presentation and the assessment were delivered to students though the CanvasMed learning management system. Student satisfaction and feedback were obtained via anonymous post‐session survey administered through the Qualtrics survey tool. Results: All students (n=120) completed the post‐session assessment. Of the 28 items, seven assessed pharmacologic interventions. Overall mean performance on the post‐session assessment was 89.6% (SD 7.5%) and 74.4% (SD 17.4%) on pharmacology‐directed items. 80 out of 120 students (response rate= 66.7%) completed the post‐session survey. On a 5‐point Likert scale (0‐“Not at all” through 4‐“Very”), mean post‐session response to the statement “How satisfied were you with the online lesson?” was found to be 3.27 (SD 0.85), with 47.5% (n=38) selecting “Very” and 37.5% (n=30), selecting “Mostly.” Conclusion: An interactive online platform may be used effectively to teach pharmacologic ACLS interventions to fourth year medical students. This online module may also be used to facilitate more active learning pedagogies when students safely return to the classroom.

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