Interdisciplinary differences in hybrid courses: A study in biology &amp; communication

Louten, Jennifer; Daws, Laura Beth

doi:10.1016/j.iheduc.2022.100847

Cited by 4 publications

(2 citation statements)

References 29 publications

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“…Recent research has demonstrated that students prefer mini-lectures with automatically-graded embedded questions for interactivity 67 . The format of video content and the purpose of its integration influences student engagement in asynchronous online courses 68 . More specifically, video length is an important factor influencing student engagement, with shorter videos associated with higher levels of engagement 61 .…”

Section: Discussionmentioning

confidence: 99%

The Effects of COVID-19 on Teaching Practices in Medical Education

LeBlanc

2022

MRAJ

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Purpose: This study investigates the transition to online teaching modalities in U.S. medical schools as reported in publicly available datasets before and during the COVID-19 pandemic. The study examines the number and types of graduate medical education (GME) programs and their instructional methods that might be appropriate for continued online teaching modalities as compared to trends in higher education, and in particular, trends in health communication instruction, such as skills training in provider-patient and medical team consultations. Materials & Method: Studies investigating or reporting trends in medical education were culled from PubMed, and additional studies regarding trends in higher education were culled from Web of Science and Communication Abstracts using search terms “COVID-19” and “education.” Publicly available data was collected from the Accreditation Council for Graduate Medical Education (ACGME) and Association of American Medical Colleges (AAMC) for years 2007-2021 (latest date available). Results: Analysis of U.S. medical programs shows a clear trend toward modification of instructional methods to online modalities as a response to COVID-19 with some intent to continue utilizing these modalities post-COVID-19. Further analysis revealed a majority of utilized instructional methods which are adaptable to online teaching and learning, with certain instructional methods not easily adaptable comprising only 5.34% of the total. Growth in the number of graduate medical education programs and medical residents in the U.S. has steadily increased over the period, whereas the number of hours core medical faculty spend in teaching activities has decreased. Discussion: Trends in medical education mirrored those in higher education in general during the period under investigation. Advances in instructional design can be applied to instructional methods used in medical programs. The greatest area of improvement gains could be attained in redesign of didactics. Conclusions/Recommendations: Results indicate that medical schools were trending towards certain teaching methodologies which can be readily delivered in an online format prior to the COVID-19 pandemic. Given the development of new online teaching techniques resulting from the rapid transition to online teaching in 2020 throughout higher education institutions worldwide, it behooves medical societies and school to invest in research and development of online teaching methodologies for future-proofing of graduate medical education.

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Section: Discussionmentioning

confidence: 99%

The Effects of COVID-19 on Teaching Practices in Medical Education

LeBlanc

2022

MRAJ

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“…Online courses could denote the system of Internet education in which an instructor helps learners to self-pace their course by leading them to re-watch an instructor's recorded videos or access files, which the former provided through telepresence technologies (e.g., Webex, Zoom) and/or to interact with course members (e.g., an instructor, classmates) ( Louten & Daws, 2022 ). These Internet courses could promote instructor-led teaching and discussion among students in the mixed sphere (e.g., hybrid class) of virtual lectures and physical classrooms in which instructors offer their contents through recorded or a real-time education ( Louten & Daws, 2022 ). The courses could also incorporate their topics, lecture content sequences, evaluation methods, and interfaces in their virtual and/or offline classroom ( Birgili & Demir, 2022 ).…”

Section: Literature Review Research Framework and Hypotheses Developmentmentioning

confidence: 99%