Asynchronous, digital teaching in times of COVID-19: a teaching example from general practice

Keylen, Piet van der; Zeschick, Nikoletta; Kunisch, Raphael; Kühlein, Thomas; Roos, Marco

doi:10.3205/zma001391

Cited by 22 publications

(14 citation statements)

References 8 publications

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“…One survey in the pre-clinical phase of medical education in California revealed that despite a positive appraisal of increased flexibility associated with remote learning, students felt that the quality of instruction had decreased [ 19 ]. Other studies described the implementation of various instructional formats such as synchronized online classes [ 20 ], flipped classroom approaches [ 21 ], case vignettes [ 22 ], ungraded tests [ 23 ] and quizzes [ 24 ]. However, most of these reports were qualitative in nature and focussed on student satisfaction and usability aspects.…”

Section: Discussionmentioning

confidence: 99%

Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study

Seer

Kampsen²,

Becker

et al. 2022

PLoS ONE

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Background The coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from contact to virtual teaching. Specifically, there are no studies linking student use of digital resources to learning outcome and examining predictors of failure. Methods Student performance before (winter term 2019/20: contact teaching) and during (summer term 2020: no contact teaching) the pandemic was compared prospectively in a cohort of 162 medical students enrolled in the clinical phase of a five-year undergraduate curriculum. Use of and performance in various digital resources (case-based teaching in a modified flipped classroom approach; formative key feature examinations of clinical reasoning; daily multiple choice quizzes) was recorded in summer 2020. Student scores in summative examinations were compared to examination scores in the previous term. Associations between student characteristics, resource use and summative examination results were used to identify predictors of performance. Results Not all students made complete use of the digital learning resources provided. Timely completion of tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and digital quizzes. Overall, higher rankings within the student cohort (according to summative exams) in winter term 2019/20 as well as male gender predicted summative exam performance in summer 2020. Scores achieved in the first formative key feature examination predicted summative end-of-module exam scores. Conclusions The association between timely completion of tasks as well as early performance in a module and summative exams might help to identify students at risk and offering help early on. The unexpected gender difference requires further study to determine whether the shift to a digital-only curriculum disadvantages female students.

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Section: Discussionmentioning

confidence: 99%

Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study

Seer

Kampsen²,

Becker

et al. 2022

PLoS ONE

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“…The research literature that deals with asynchronous and synchronous learning, indicates that each format has advantages and disadvantages. Thus, while asynchronous learning makes it possible to overcome time and location constraints, synchronous learning does not depend on location while learners must participate at the same time (Bernard et al, 2004;Van der Keylen et al, 2020;Xie et al, 2018). In contrast, the key benefit of synchronous online learning is that it enables real-time interpersonal communication, natural language use, and instant feedback (Blau et al, 2017;Lim, 2017).…”

Section: Discussionmentioning

confidence: 99%

“…They differ in terms of time and place constraints regarding the conduct of learning: in asynchronous learning there is no time limit so that one can progress at a personal pace and without significant dependence on the guide (Bernard et al, 2004;Xie et al, 2018). Although asynchronous learning may allow students to work at their own pace and regardless of time and place (Van der Keylen et al, 2020), not all learners are equipped with the right strategies to enjoy this potential benefit. Learning at home, especially in asynchronous contexts, requires more self-learning skills to stay on track, including adequate motivation and a desire to achieve learning goals (Hartnett, 2015).…”

Section: General Backgroundmentioning

confidence: 99%

Quantitative Courses in Higher Education: A Comparison Between Asynchronous and Synchronous Distance Learning

Ghilay¹

2022

JEL

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Quantitative courses in higher education have always been difficult and demanding because they involve complex principles and procedures and students are required to deal with complicated problems. With the outbreak of the COVID-19 crisis and the need to move immediately to distance learning, the challenge involved in undertaking such courses has become even more significant. Recent studies point to different findings regarding the effect of asynchronous and synchronous learning on student performance so it is not entirely clear which method is preferable. The present study addresses the above ambiguity with a focus on quantitative courses, known for their special complexity. The study examined which method is preferable and why, based on the learners’ point of view. Two main issues were examined: the contribution of each method to the learning process and whether one of them is significantly superior to the other and can even replace it exclusively. The research was based on two samples of students  who enrolled in eight quantitative courses at two colleges. The courses were given during the year 2020-2021 using combined teaching formats: Asynchronous and synchronous distance learning. Learners were asked to answer an online questionnaire that assessed the characteristics and advantages/disadvantages of both methods. The findings show that students distinctly prefer asynchronous learning over synchronous. The main reasons for this are the ability to repeat lessons indefinitely, time savings, flexible learning anywhere, anytime and at the appropriate pace as well as the ability to better understand the material.

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“…To avoid anonymity and facilitate collaboration, preparation for virtual lectures and/or voluntary lecture follow-ups could be organized in groups. In addition, positive mental-health related elements such as discussion rounds with peers could be encouraged and supported [ 6 , 24 , 25 ]. This might help students not only to keep social contacts but also to receive guidance through information overload to prevent burnout and anxiety [ 6 ].…”

Section: Discussionmentioning

confidence: 99%

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

et al. 2021

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Background In the time of the coronavirus disease 2019 (COVID-19) pandemic, in-person lectures had to be shifted to online learning. This study aimed to evaluate students’ and lecturers’ perception and effectiveness of a virtual inverted classroom (VIC) concept on clinical radiology in comparison to a historic control. Methods In the winter semester 2020/21, 136 fourth year medical students who completed the clinical radiology VIC during the pandemic, were included in the single centre, prospective study. Results were compared with a historic control that had finished the physical inverted classroom (PIC) in the immediately preceding year. The VIC consisted of an initial phase of self-determined preparation with learning videos and a second interactive phase of clinical case studies alternating between the virtual lecture hall and virtual buzz groups. At the end of the lecture series, students rated the lecture on a scale of 1 (most positive assessment) to 6 (most negative assessment) through an online survey platform. Additionally, they reported their impressions in free-form text. Lecturers were invited to comment on the VIC in a group interview. Main outcomes were final grades and student perception of the VIC. Results Students’ general impression of VIC was lower than that of PIC (median value of 3 [IQR 4, 2] and 1 [IQR 0, 0], p < 0.001), respectively, p < 0.001). The highest rating was achieved concerning use of the audience response system (median 1 [IQR 1, 0]), and the lowest concerning the buzz groups (median 4 [IQR 5, 3]). Students stated that they would have appreciated more details on reading images, greater focus on plenary case studies, and provision of exam related scripts. Lecturers would have liked better preparation by students, more activity of students, and stronger assistance for group support. Exam grades after VIC were better than after PIC (median 1 [IQR 2, 1] and 2 [IQR 2,1], respectively, p < 0.001). Conclusions Students’ overall perception of VIC was satisfactory, although worse than PIC. Final grades improved compared to PIC. Provided an adapted buzz group size and support, VIC may serve as complement in medical education once the pandemic is over.

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Asynchronous, digital teaching in times of COVID-19: a teaching example from general practice

Cited by 22 publications

References 8 publications

Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study

Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study

Quantitative Courses in Higher Education: A Comparison Between Asynchronous and Synchronous Distance Learning

Virtual inverted classroom to replace in-person radiology lectures at the time of the COVID-19 pandemic - a prospective evaluation and historic comparison

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