Creating a ‘simulacrum’ of in-class learning environment employing distance learning modality during the COVID-19 pandemia: Quod Erat Demonstrandum

Abstract

Background The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, “to create a ‘simulacrum’ of the learning environment that students experience in classroom, in DL”. Aim We define a DL framework that provides a ‘simulacrum’ of classroom experience and can be effectively employed for course delivery in a competency-based curriculum during unprecedented times. Methodology The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the designed framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course in our curriculum during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first two levels of Kirkpatrick’s framework i.e. perception and cognitive development. Results Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level:1). The survey-items, validated using exploratory factor analysis, were classified into four categories: computer expertise; DL flexibility; DL usefulness; and DL satisfaction. The overall mean (SD) score of 62.0 (9.0) for the four categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that students had an enriched learning experience, which promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level:2 i.e. cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning. Conclusion QED, we have demonstrated that the framework is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times.

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