An online dermatology teaching module for undergraduate medical students amidst the COVID-19 Pandemic: An experience and suggestions for the future

Kaliyadan, Feroze; Elzorkany, Khaled Mohamed Amin; Wadani, Fahad Al

doi:10.4103/idoj.idoj_654_20

Cited by 8 publications

(3 citation statements)

References 9 publications

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“…Of the 16 studies that were evaluated with the NIH assessment tool (NHBLI, NIH) for prestudies and poststudies with no control group, 18,19,21,22,26,29,33,34,36,38,47,49,53–56 more than half were assessed to be at low risk for bias (n = 9/16, 56%) 21,26,29,33,34,36,38,47,54 . Twenty-eight studies additionally were evaluated using the appropriate CASP tools 17,20,23,25,27,30–32,35,37,39,40,43,44,46,48,50–52,55,57–64 . Eleven of these studies (11/28; 39%) were found to have a low risk of bias 17,23,31,32,37,40,43,46,48,51,55 .…”

Section: Resultsmentioning

confidence: 99%

Understanding the Effects of Health Care Distance Simulation

Charnetski,

Wawersik,

Palaganas

et al. 2024

Sim Healthcare

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The use of distance simulation has rapidly expanded in recent years with the physical distance requirements of the COVID-19 pandemic. With this development, there has been a concurrent increase in research activities and publications on distance simulation. The authors conducted a systematic review of the peer-reviewed distance health care simulation literature. Data extraction and a risk-of-bias assessment were performed on selected articles. Review of the databases and gray literature reference lists identified 10,588 titles for review. Of those, 570 full-text articles were assessed, with 54 articles included in the final analysis. Most of these were published during the COVID-19 pandemic (2020–2022). None of the included studies examined an outcome higher than a Kirkpatrick level of 2. Most studies only examined low-level outcomes such as satisfaction with the simulation session. There was, however, a distinction in studies that were conducted in a learning environment where all participants were in different locations (“distance only”) as compared with where some of the participants shared the same location (“mixed distance”). This review exclusively considered studies that focused solely on distance. More comparative studies exploring higher level outcomes are required to move the field forward.

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Section: Resultsmentioning

confidence: 99%

Understanding the Effects of Health Care Distance Simulation

Charnetski,

Wawersik,

Palaganas

et al. 2024

Sim Healthcare

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“…Overall satisfaction showed that 95.8% felt that the simulation video was helpful 3 Jiménez-Rodríguez & Arrogante (2020) [ 32 ] OL; UG nursing students from University in Almeria—Spain Online questionnaire Traditional practical ( N = 93) Cross-sectional study 97.8% were satisfied with the OL consultations 3 Perron et al (2020) [ 64 ] OL; UG medical students from Geneva Faculty of Medicine Online questionnaire Traditional seminars ( N = 149) Cross-sectional study Students were very satisfied with the online seminars held by the faculty. eventhough students preferred f2f activity, but 60% considered OL to be used, during pandemic 1 Kaliyadan et al (2020) [ 72 ] OL; UG medical students from the Dermatology department Online questionnaire Traditional learning ( N = 45) Cross-sectional study students were satisfied with the OL since all scores were more than half – Practical skills (3.28), Technical issue (3.60), Time (3.77), Assessment (3.35). Overall content coverage (3.97).…”

Section: Resultsmentioning

confidence: 99%

A systematic review of health sciences students’ online learning during the COVID-19 pandemic

2022

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Background This study aims to analyse the effectiveness of distance learning during the COVID-19 pandemic among undergraduate health sciences students using systematic review. Online learning has been chosen as the best approach to continue offering education in this pandemic era. Method: The screening process was done using Scopus, ScienceDirect and PubMed based on the eligibility criteria. Out of 1486 studies, 1269 were screened. A total of 64 eligible studies obtained were included in the quantitative analysis. Results were categorized into i) student attitudes (perceptions/satisfactions/engagements), and ii) student learning outcomes, and compared to the Kirkpatrick model. Results Although facing difficulties, 50% of the studies was moderately satisfied with distance learning, while 36% was highly satisfied and 17% dissatisfied. Most studies (26%) reported flexibility in online learning. Internet issues (19%) and low interaction between learners and instructors (19%) were the most prevalent problems mentioned. Online education engages students better than traditional learning. The learning outcome was assessed using two categories: i) academic performance and ii) skill development. Most studies (72%) stated that online learning improves academic performance, 14% reported a drop, and 14% stated no effect, while an increase in clinical skills and communication skills were reported. Kirkpatrick evaluation revealed 80% of the studies obtained was evaluated at level 1 (reaction), 8% at level 2 (learning), 12% at level 3 (behaviour) and none at level 4 (results). Conclusion Overall, this systematic review found that the online learning performed better than expected during COVID-19, but the data gained is insufficient to say it is beneficial when compared to other types of teaching approaches.

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“…Learning materials (videos) must be peer-reviewed to ensure that these learning materials can achieve learning objectives. 29 Supervised practice can be in the form of students' assignments to make skills practice videos then lectures will give written feedback. The synchronous student-lecturer discussion will follow the online supervised practice session.…”

Section: Practice Opportunity In Independent Practicementioning

confidence: 99%

Comparison of the Physical Examination Skills Learning Process Before and During Covid-19 Pandemic Based on Experiential Learning Theory: A Mixed-Method Study

Sastri,

Hidayah,

Widyandana

2023

JPKI

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Background: COVID-19 pandemic has changed learning physical examination skills. Online learning physical examination skills are challenging because it needs standard practice facilities, and students need opportunities to practice. Physical examination skills are essential in clinical medical practice, but research before pandemic demonstrated students’ lack of skills acquisition. Evaluation is needed to determine the differences in the learning process before and during pandemic. This study aims to compare the learning physical examination skills process before and during COVID-19 pandemic and find recommendations for the future.Methods: This research was a mixed-method study with a convergent design. The samples are students and lecturers in the Faculty of Medicine Universitas Pendidikan Ganesha. Quantitative data was obtained from a developed questionnaire about students’ perception of the physical examination skills learning process, then analyzed descriptively and using the ANOVA test. Qualitative data was obtained by interview, then analyzed using thematic analysis.Results: There are significant differences in the learning process of face-to-face, online, and blended physical examination skills (p<0.05) but no difference between face-to-face and blended. Interview results have seven themes, four themes about difference in the learning process based on Kolb Experiential Learning Theory, other themes about preparation before learning, factors in the learning process, and recommendations.Conclusion: Differences in the physical examination skills learning process are in the skills demonstration, practice opportunities, feedback, and interactions. If learning physical examination skills is carried out face-to-face, online, or blended in the future, it will have different needs to be considered in the design and implementation.

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An online dermatology teaching module for undergraduate medical students amidst the COVID-19 Pandemic: An experience and suggestions for the future

Cited by 8 publications

References 9 publications

Understanding the Effects of Health Care Distance Simulation

Understanding the Effects of Health Care Distance Simulation

A systematic review of health sciences students’ online learning during the COVID-19 pandemic

Comparison of the Physical Examination Skills Learning Process Before and During Covid-19 Pandemic Based on Experiential Learning Theory: A Mixed-Method Study

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