Case-based learning through small private online course for surgical internship teaching during COVID-19 pandemic in China

Abstract

Background In China, the outbreak of novel coronavirus disease 2019 (COVID-19) was a severe public health emergency that postponed the spring-summer semester of schools and forced students to implement home quarantine to prevent community transmission. Surgical interns’ regular learning was seriously affected during the pandemic, and was almost impossible to carry out. Methods This study aims to explore a novel online medical teaching method during the COVID-19 pandemic. A 12-week case-based learning through small private online course was conducted for 108 medical students who were supposed to practice surgery at the Second Xiangya Hospital of Central South University but were delayed because of the pandemic. At the end of the course, final test and questionnaire survey were completed. The scores of final tests were compared with those before pandemic of the same students when receiving traditional surgical internship teaching. Results The case-based learning through small private online course during the pandemic significantly increased the scores of students in the surgical basic knowledge(90.00 ± 4.76 vs. 85.81 ± 7.45, P = 0.003) and clinical analysis ability(89.55 ± 3.41 vs. 84.57 ± 5.07, P = 0.000), but decreased the scores of clinical operative skills(79.19 ± 5.52 vs. 85.28 ± 9.45, P = 0.002 ). According to the survey, 91.6% of the students thought it was necessary to carry out the online internship teaching and 88.9% of students were satisfied with this teaching method. Conclusions It was concluded that case-based learning through small private online course effectively minimized the impact of COVID-19 for surgical intern teaching by providing high-quality education.

Vaccines and Covid-19: an experience report about the internal qualification of an extension project

“…In this sense, teaching intermediated by the use of technologies are sharing resources that complement the formation of this professional (Da Silva Junior et al, 2021). In a contextualized way, communication platforms such as Zoom, Google Meet and WhatsApp were used randomly in times before the Covid-19 pandemic, but with the arrival of the virus worldwide they became a priority in these educational environments, enabling the interaction between all involved in the process interactively (Rodrigues-Neto, 2021;Wang et al, 2020). These globalized mass communication tools have allowed for the continuation in the teaching of health science courses across the country (Kabelitz et al, 2012).…”

“…This process of education passed on for decades presents modifications in its form of obtaining knowledge, especially in immunology, with the student being the main protagonist of their training, being characterized as the active methodology. With the arrival of the Covid-19 pandemic, the construction of knowledge was proceeded of adaptations (Wilkinson et al, 2021;Wang et al, 2020), being that most of the time it is not considered simplified (Kabelitz et al, 2012). Thus, these teaching and learning tools by virtual means help in the construction of this knowledge, gaining prominence in today's society (Rodrigues-Neto, 2021) The implementation of tools such as gamification in these platforms is advocated by several authors in the scientific literature, as it allows the learner the opportunity to learn about a given context based on real and interactive simulations (Cohen, 2017;Da Silva Junior et al, 2021).…”