COVID-19 Pandemic—Medical Education Adaptations: the Power of Students, Staff and Technology

Joseph, Janso Padickakudi; Joseph, Anokha Oomman; Conn, Gemma; Ahsan, Enamul; Jackson, Ruth; Kinnear, John

doi:10.1007/s40670-020-01038-4

Cited by 22 publications

(17 citation statements)

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“…This work focuses on the development of material for online teaching and on the difference in adaptations needed to ensure proper learning among students. This agrees with the findings of Bennet and Lockyer [ 27 ], Cook and Dupras [ 28 ], Kristanto [ 29 ], Joseph et al [ 27 ] Mishra et al [ 30 ], Moorhouse [ 31 ], and Xhelili et al [ 32 ].…”

Section: Discussionsupporting

confidence: 91%

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

et al. 2021

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Background With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This raises the question of quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions. Aim To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs. Methods This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulation. This was done involving 32 institution in 19 countries. Results This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice. Conclusion Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

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Section: Discussionsupporting

confidence: 91%

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

et al. 2021

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“…This is in agreement with Radwan et al When experts handled the standards, it was obvious that there was an inherent need for quanti cation in order to set benchmarks. This is supported by the work of many other researchers (24,25,(27)(28)(29)(30)(31)(32)(33)(34)(35)(36)(37). This fact alone is important to highlight the need for regional standards that adapt easily to the needs of schools in different areas.…”

Section: Discussionmentioning

confidence: 76%

A Guide to Best Practice in Online Learning in Medical Education: A Middle East Qualitative Reflective Analysis

Wasfy¹,

Abouzeid²,

Nasser³

et al. 2021

Preprint

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Background: With the strike of Covid-19, an unprecedented rapid shift to remote learning happened worldwide with a paradigm shift to online learning from an institutional adjuvant luxury package and learner choice into a forced solo choice. This sheds the light onto quality assurance. While some groups have already established standards for online courses, teaching and programs yet very little information is included on methodology of their development and very little emphasis is placed on the online learning experience. Nevertheless, no work has been done specifically for medical education institutions.To develop a set of descriptors for best practice in online learning in medical education utilizing existing expertise and needs.Methods: This work utilizes a qualitative multistage approach to identify the descriptors of best practice in online learning starting with a question guided focus group, thematic analysis, Delphi technique and an expert consensus session done simultaneously for triangulationResults: This materialized into the development of a set of standards, indicators, and development of a checklist for each standard area. The standard areas identified were organizational capacity, educational effectiveness, and human resources each of which listed a number of standards. Expert consensus sessions identified the need for qualification of data and thus the development of indicators for best practice.Conclusion: Standards are needed for online learning experience and their development and redesign is situational and needs to be enhanced methodologically in axes that are pertaining to the needs of the education community. Taking such axes into consideration by educators and institutions will lead to planning and implementing successful online learning activities, while taking them into consideration by the evaluators will help them conduct comprehensive audits and provide stakeholders with highly informative evaluation reports.

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“…One school in the United Kingdom (UK) found success with setting up a “Skills Hub” that allowed small groups of students to socially distance while practicing skills ( Wanless et al, 2020 ). Other UK schools noted that collaborating to create videos and curricula were more effective than individual schools developing their own resources separately ( Joseph et al, 2020 ). An Australian team noted that videos demonstrating skill performance were useful to students, provided the videos were engaging and immersive so students were not simply passive observers ( Seymour-Walsh et al, 2020 ).…”

Section: Introductionmentioning

confidence: 99%

“Finding My Own Way”: The lived experience of undergraduate nursing students learning psychomotor skills during COVID-19

Aldridge

McQuagge

2021

Teaching and Learning in Nursing

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Background Little is known about how nursing students learned psychomotor skills during the COVID-19 pandemic. Aims What is the lived experience of undergraduate nursing students learning psychomotor skills during the COVID-19 pandemic? Methods Using a phenomenological approach, eight undergraduate nursing students were interviewed about their experiences learning psychomotor skills during the pandemic. Results Thematic analysis revealed three main themes. “Finding My Own Way” described adapting learning styles and advocacy for learning. Sub-themes included perseverance and comradery. “Learning the Skills” described modifications to skills learning. Sub-themes included grace by professors, smaller group sizes, less practice, and “my brain is split in half,” describing the challenges of giving dual attention to COVID-19 and skills learning. “Stress of the Pandemic” described the stress of quarantine, isolation and online learning. Discussion Findings of this study may help nurse educators understand the challenges of learning skills during the pandemic. Implications are discussed.

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COVID-19 Pandemic—Medical Education Adaptations: the Power of Students, Staff and Technology

Abstract: The coronavirus pandemic has profoundly changed the way medical education is delivered globally. Our group reports an insight into the adaptations and innovations made by the School of Medicine at Anglia Ruskin University.

Cited by 22 publications

References 0 publications

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

A guide for evaluation of online learning in medical education: a qualitative reflective analysis

A Guide to Best Practice in Online Learning in Medical Education: A Middle East Qualitative Reflective Analysis

“Finding My Own Way”: The lived experience of undergraduate nursing students learning psychomotor skills during COVID-19

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