Integrating Virtual Teaching in a New Era of Medical Education: Lessons from a Neurology Course

Abstract

The COVID-19 pandemic has led to a sudden shift toward virtual learning in neurology education, which presents challenges for educators. However, virtual learning is here to stay for three key reasons: demand among students, ease of dissemination, and potential to improve educational quality. Despite challenges, educators can teach effectively using appropriate virtual tools and methods, with innovative approaches that will ultimately lead to sustained improvements in neurology education. Here, we aim to help educators effectively incorporate virtual instruction into their “new normal” by offering practical, evidence-based tips for balancing in-person and virtual learning, selecting the appropriate tools and methods for virtual teaching, and creating a supportive virtual learning environment. Using a systematic approach, educators can identify specific, achievable goals, determine the content’s scope, appropriate assessments, select appropriate teaching methods, and create the session schedule and materials. Here we described evidence-based strategies for best practices, developing virtual material, and creating the appropriate virtual learning environment.

Integration of Virtual and Traditional Medical Education: Scholarship Pivots from the COVID-19 Pandemic

“…It created an unprecedented and significant impact on medical education globally. 1,2 Traditional education models offer in-person, instructor-led lessons, and clinical rotations with bedside teaching that allows medical students to have direct patient contact. 3 When traditional education was halted during the COVID-19 pandemic due to the closure of educational institutions, a majority of medical schools withdrew their students from hospitals.…”

“…Online education has historically been viewed as an alternative pathway, one that is particularly implemented to enhance independent learning and improve access to educational materials. 1,2,8 Norman 9 suggested that a substantial portion of the clinical curricula should transition to simulation-based learning, recognizing an increasing gap between the suitability of clinical settings for learning and the real environment medical students are exposed to. Over the last decade, there have been attempts to integrate online learning strategies to both preclinical and clinical medical education.…”