Deutschlandweite Befragung der Lehrbeauftragten in der Augenheilkunde zur studentischen Lehre in der Corona-Pandemie 2020/21

Engel, Anna L; Müller, Andreas; Spät, Helene; Kurz, Sandra

doi:10.1007/s00347-021-01544-9

Cited by 3 publications

(2 citation statements)

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“…Aufbau der Präsenzlehre vor der Corona-Pandemie [2], trifft eher zu [3], trifft eher nicht zu [4], trifft meist nicht zu [5], trifft absolut nicht zu [6]) und nach dem Schulnotensystem (Note 1 bis 6). Zur statistischen Auswertung wurden zunächst alle abgefragten Kategorien mit dem Shapiro-Wilk-Test auf Normalverteilung geprüft.…”

Section: Materials Und Methodikunclassified

Digital teaching 2020: Online teaching receives a better assessment than face-to-face teaching

et al. 2022

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Zusammenfassung Hintergrund Aufgrund der Corona-Pandemie war im Sommersemester 2020 Präsenzlehre nicht mehr erlaubt, und es mussten schnell online Alternativen gefunden werden. Ziel In unserem Artikel erläutern wir die Umstellung von Präsenz- auf Online-Lehre in der Augenheilkunde der Universität zu Lübeck und vergleichen die Online-Lehre mit der Präsenzlehre. Methoden Die zentrale Lehrevaluation erfolgt in jedem Semester mit einem standardisierten Fragenkatalog. Anhand der Auswertung dieser Fragen führten wir einen direkten Vergleich des Präsenzsemesters Wintersemester 2019/2020 mit dem Online-Semester Sommersemester 2020 durch. Ergebnisse Die Struktur (p = 0,003), die Organisation (p = 0,001), die zur Verfügung gestellten Ressourcen (p = 0,034), der Besuch der Vorlesung (p < 0,001) und der weiteren Termine (p = 0,041), der Interessen- (p = 0,039) und Lernzuwachs (p = 0,001) wurden im Online-Semester besser bewertet als im Präsenzsemester. Insgesamt erhielt unser digitales Sommersemester 2020 (p < 0,01) eine signifikant bessere Gesamtnote als das Präsenzsemester im Winter 2019/20. Schlussfolgerung Die Struktur unserer Lehrveranstaltungen hat sich auch online bewährt. Theoretische Inhalte konnten hervorragend vermittelt werden. Jedoch sind online keine praktischen Übungen möglich. Für das Erlernen von praktischen Fähigkeiten ist weiterhin Präsenzunterricht nötig.

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Digital teaching 2020: Online teaching receives a better assessment than face-to-face teaching

et al. 2022

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“…Therefore, it seems that training in the mastery of computer technology is a neglected skill among faculties that should be mandatory for the improvement of medical universities. An organized and clear institutional approach is needed to formulate a well-regulated and efficient system that can facilitate the adoption of structured methods by faculty members during the implementation of an online-learning module ( 17 ).…”

Section: Introductionmentioning

confidence: 99%

Students' and lecturers' perspectives on the implementation of online learning in medical education due to COVID-19 in Germany: a cross-sectional pilot study

et al. 2023

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BackgroundDuring the coronavirus disease 2019 (COVID-19) crisis, many things changed in universities around the world. In-person learning was not possible. Instead, courses were offered in digital form. The sudden change posed enormous challenges to universities, students, and teachers. The aim of this study was to investigate the disadvantages as well as the advantages and opportunities of digital learning.ObjectiveThis study investigated the evaluation of an elective module by medical students and teachers in the traditional in-person and virtual teaching forms during the COVID-19 pandemic.MethodsUsing the elective module “Sports Medicine,” which includes both lectures and practical units, the opinions of the medical students about conventional teaching compared to digital instruction were evaluated. In the winter semester of 2019/2020, all classes were taught face-to-face but had to be switched to virtual teaching in the summer semester of 2020 on an ad hoc basis due to the pandemic. The students were asked to answer questions on general conditions, participant behavior, instructor evaluation, skill acquisition, topic selection, and overall evaluation after both forms of teaching. Likewise, the lecturers of both courses were queried in semiqualitative interviews about the same topics. Descriptive data analysis was performed to process the data.ResultsThe students perceived digital teaching to be superior in most subareas compared to in-person teaching in terms of framework, instructor evaluation, skill acquisition, topic selection, and overall rating. Medical students seemed to feel better with digital teaching in most areas of evaluation. The lecturers found the new form of teaching rather unsettling and criticized the lack of verbal and especially nonverbal communication as well as the short preparation time for the new challenge. The instructors were uncomfortable with some aspects of the virtual teaching format.ConclusionIn the wake of the COVID-19 pandemic, medical schools should rapidly digitize their teaching offerings and support faculty members in their computer-based competence with continuing education opportunities and time resources.

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Heterogeneity in strategies to maintain the teaching activities during SARS-CoV-2 pandemic

Hipler,

Prazienka,

Wiesmann

et al. 2023

Discov Educ

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Introduction During the SARS-CoV-2 pandemic, the training of medical students was severely disrupted. Government authorities imposed a second national lockdown, which lasted from December 2020 to May 2021, forcing medical schools to adapt their teaching strategies. Several surveys have assessed students’ perspectives, but there is limited data available to objectively assess and compare different strategies between medical faculties. The aim of this study was to evaluate the lecturer-based perspective to assess the impact on the theoretical and practical education of medical students before and during the second lockdown. Methods We developed a questionnaire focusing on theoretical and practical training during pandemic before and during the second lockdown. The questionnaire was sent by personal invitation in January 2021 to all responsible lecturers of gastroenterology and hepatology departments at university hospitals in Germany. Results The complete response rate was obtained from 52.5% (21/40) teaching centres representative of all regions in Germany. While the majority of respondents (62%) reported a limited impact of the lockdown on theoretical training, 90.5% reported a significant impact on practical training during the SARS-CoV-2 pandemic response. Several centres adapted virtual or hybrid education early during the pandemic, bedside teaching was down to 38.1% (8/21), particularly for students in the early phase of education, suggesting a substantial long-term impact on students' skills. Conclusion Our questionnaire-based data provide one of the first systematic evaluation of faculty-based assessments of the potential impact of the pandemic during lockdown on medical education. We observed considerable heterogeneity in strategies for maintaining teaching activities during the SARS-CoV-2 pandemic in Germany.

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Deutschlandweite Befragung der Lehrbeauftragten in der Augenheilkunde zur studentischen Lehre in der Corona-Pandemie 2020/21

Cited by 3 publications

References 6 publications

Digital teaching 2020: Online teaching receives a better assessment than face-to-face teaching

Digital teaching 2020: Online teaching receives a better assessment than face-to-face teaching

Students' and lecturers' perspectives on the implementation of online learning in medical education due to COVID-19 in Germany: a cross-sectional pilot study

Heterogeneity in strategies to maintain the teaching activities during SARS-CoV-2 pandemic

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