Conducting of Web-Based Workshops for Final Year Medical Students Preparing to Enter the Workforce During the COVID-19 Pandemic

Kan, Juliana Yin Li; Zhu, Ling; Fong, Nigel; Ruan, Xucong; Ong, Andrew Ming-Liang; Lee, Guozhang; Mattar, Shaikh Abdul Matin; Woong, Natalie Liling; Kang, Mei Ling

doi:10.1007/s40670-020-01125-6

Cited by 11 publications

(15 citation statements)

References 6 publications

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“…The purpose of implementing e-learning in clinical education amid the pandemic was to safeguard the academic activities and allowing students to acquire knowledge and skills in accordance with the competency standards [22], [25]. In general e-learning would facilitate the mastery of clinical skills as part of a patient care process [15], [26]. Facilitating clinical education ultimately contribute to the achievement of student competence.…”

Section: Discussionmentioning

confidence: 99%

“…The activities at this phase including briefings, content development [28] and others [24]. Preparations established by creating relevant case vignettes and provision of learning media (videos, images and sounds) [15], [29].…”

Section: Discussionmentioning

confidence: 99%

“…Meanwhile, in order not to eliminate clinical skills evaluation, educational institutions have scheduled a postponement of skills exams until a safe circumstance. This can result in a greater academic burden among students as they are required to master and perform many clinical skills in a short period of time [15], [16]. Overcoming the constraints on practical assessments is more complex and these assessments will likely continue to be postponed until a face-to-face evaluation is permitted.…”

Section: Introductionmentioning

confidence: 99%

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Clinical Learning in Medical and Health Professions Education amid COVID-19 Pandemic: A Literature Review of Various Methods and Innovations

Harjanto

Setiyarini

Prihatiningsih

2021

Open Access Maced J Med Sci

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BACKGROUND: COVID-19 has caused disruption to medical education and health care systems around the world. The highly contagious nature of the virus makes it difficult for educational institutions to continue their studies as usual, thus affecting the medical and health professions education which is based on face-to-face lectures, practicum, skills laboratories, and clinical practice in health facilities. AIM: This paper discovers clinical learning initiatives across the globe and highlights the contribution toward educational processes. METHODOLOGY: This study utilized an integrated literature review method. A systematic search for articles published was performed in Springer, ScienceDirect, PubMed, and EBSCOHost. Primary search monetary terms were e-learning (all synonyms) and health sciences education (all synonyms), including COVID-19. Articles published within the period of COVID-19 pandemic included in this study. For the synthesis, the 20 included studies selected were coded. In this study, data were synthesized through narrative synthesis using thematic analysis (TA). To identify the recurrent themes author followed six steps when synthesizing data using TA, for example, familiarizing with the data, developing initial (sub) codes, searching for (sub) themes, reviewing (sub) themes, compiling ideas or issues, and producing final data in line with the study aims and objectives. RESULTS: Out of records identified, a total of citations was screened, of which 20 were found to be of relevance to this study most were quantitative (14.70%) in design. Studies were published in 2020 since the beginning of COVID-19 pandemic. The geographical range of papers covered mostly the moderate-income regions. On conducting TA of the included studies, it was possible to obtain two broad descriptive themes/categories: enablers or drivers of, and barriers or challenges to, under which important themes have emerged. CONCLUSION: Study suggests that developing e-learning in effective clinical learning is needed, not only limited to moving the learning process but also needing to follow the instructional design, so that learning outcomes can be achieved by students. In addition, a learning process that promotes self-directed-learning is needed so that students have flexibility, use relevant learning styles and are able to integrate knowledge, skills and attitudes as a meaningful learning process.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Clinical Learning in Medical and Health Professions Education amid COVID-19 Pandemic: A Literature Review of Various Methods and Innovations

Harjanto

Setiyarini

Prihatiningsih

2021

Open Access Maced J Med Sci

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“…Ziel war es hier, ein asynchrones Interagieren und Zusammenarbeiten von Studierenden und Lehrenden über die einzelnen Lehrveranstaltungen hinweg zu ermöglichen [ 20 , 25 ]. Neben dem Forum wurde auf einem gesonderten Server eine Open-Source-Videokonferenzsoftware auf der Basis von Jitsi™ (8 × 8, Inc,; Campbell, CA, USA) bereitgestellt ( https://www.video-uml.de/ ), mit der es für alle Lehrenden möglich war, ohne technische Vorkenntnisse Videokonferenzen im Rahmen von Lehrveranstaltungen durchzuführen und diese zur effektiven Wissensvermittlung im direkten Austausch mit den Studierenden in kleineren und größeren Gruppen einzusetzen [ 13 ]. Im weiteren Verlauf erhielten alle Lehrenden darüber hinaus die Möglichkeit, die Webkonferenzsoftware BigBlueButton (BigBlueButton Inc.; Ontario, Kanada) für Lehrveranstaltungen zu nutzen ( https://www.webkonferenz-uml.de/ ).…”

Section: Methodik Und Durchführungunclassified

COVID-19: eine Chance zur Digitalisierung der Lehre?

2021

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Zusammenfassung Hintergrund Die SARS-CoV-2-Pandemie hat die Universitäten vor große Herausforderungen gestellt. Innerhalb kürzester Zeit galt es, Lehrveranstaltungen zu digitalisieren. Dies betraf auch den Bereich Anästhesiologie, Intensiv‑, Notfall‑, Schmerz- und Palliativmedizin an der Universität Leipzig. Fragestellung Ziel der fragebogengestützten Untersuchung war es herauszufinden, welche Veranstaltungen aus Sicht der Studierenden am ehesten digitalisiert werden können, und welche technische Infrastruktur die Lehrenden bei der Digitalisierung jeweils bestmöglich unterstützt. Material und Methoden Für die digitale Durchführung der Lehrveranstaltungen wurden Videopodcasts, digitale Lernmaterialien, Lehrfilme und Videokonferenzen genutzt. Je nach Veranstaltung wurden verschiedene dieser Angebote kombiniert. Darüber hinaus wurde ein Diskussionsforum für den Austausch zwischen Lehrenden und Studierenden etabliert. Zur Bewertung der Inhalte erfolgte im Anschluss eine Onlineevaluation. Ergebnisse An der Befragung haben 82 Studierende teilgenommen. Als effektivste Angebote zur Wissensvermittlung wurden die Videopodcasts der Vorlesung (45,1 %) sowie der elektronische Unterricht am Krankenbett (34,1 %) bewertet. Insbesondere die Vorlesungen könnten nach Meinung von 92,7 % der befragten Studierenden auch dauerhaft digital ersetzt werden. Knapp 90 % haben die digitalen Lehrangebote der Klinik mit einer Gesamtnote von 1 oder 2 bewertet. Diskussion und Zusammenfassung Im Zuge des digitalen Semesters ließen sich einzelne Lehrformate unterschiedlich gut digitalisieren: Vorlesungen können aus Sicht der Studierenden auch langfristig besonders gut digital abgebildet werden, währenddessen die Digitalisierung des Unterrichts am Krankenbett bisher nicht adäquat möglich ist.

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“…The advent of more flexible technologies, including Zoom (Zoom Technologies Incorporated) and Microsoft Teams recordings, that not only offer live lectures for students but also supplement recordings with annotated captions and helpful time stamps for students anywhere and anytime allow students to return to, rewind, and replay lectures at their own individual paces. These technology functionalities as well as other features, such as real-time global cloud quiz polling and breakout rooms for small-group learning, have helped ease the transition to web-based medical school education [ 3 ]. In this section, we provide a unique perspective on small team–based learning in medical school education during the COVID-19 pandemic.…”

Section: Challenges and Solutions: Small Team–based E-learning And Teaching During The Covid-19 Pandemicmentioning

confidence: 99%

Adapting Medical Education Initiatives Through Team-Based e-Learning, Telemedicine Objective Structured Clinical Exams, and Student-Led Community Outreach During the COVID-19 Pandemic

Miao¹

2021

JMIR Med Educ

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Although the COVID-19 pandemic has quickly prompted medical schools and students around the world to transition from their traditional classrooms to web-based learning, the global crisis has inspired the development of innovative e-learning solutions that use existing technology and other web-based tools to continue nurturing the education of medical students while ensuring the public health and safety of both students and faculty members alike. Through the perspective of medical students, we share how the COVID-19 pandemic has impacted and transformed small team–based learning in medical education; changed objective structured clinical exam evaluations and the practice of clinical skills through telemedicine; and nurtured nationwide, web-based, student-led initiatives for community outreach, telehealth, and medical services.

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Conducting of Web-Based Workshops for Final Year Medical Students Preparing to Enter the Workforce During the COVID-19 Pandemic

Cited by 11 publications

References 6 publications

Clinical Learning in Medical and Health Professions Education amid COVID-19 Pandemic: A Literature Review of Various Methods and Innovations

Clinical Learning in Medical and Health Professions Education amid COVID-19 Pandemic: A Literature Review of Various Methods and Innovations

COVID-19: eine Chance zur Digitalisierung der Lehre?

Adapting Medical Education Initiatives Through Team-Based e-Learning, Telemedicine Objective Structured Clinical Exams, and Student-Led Community Outreach During the COVID-19 Pandemic

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