Letter to the Editor: Resources and recommendations for a quick transition to online instruction in physiology

Petzold, Andrew M.

doi:10.1152/advan.00049.2020

Cited by 22 publications

(16 citation statements)

References 14 publications

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“…Educational institutions have been proposing alternatives to overcome the critical pandemic period of COVID-19 ( 3 , 10 , 11 ). In this sense, our results reveal that the availability of an online course related to physiology is a possible and easily accessible alternative when the face-to-face activities in the classroom are not possible.…”

Section: Discussionmentioning

confidence: 99%

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Student assessment of online tools to foster engagement during the COVID-19 quarantine

Lima

Neves

Ramires

et al. 2020

Advances in Physiology Education

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As a result of the installation of the COVID-19 (coronavirus disease 19) pandemic, online education has become an important teaching alternative, and new challenges about how to teach were found. Here we report our experience in offering an online course to review Human Physiology. We proposed synchronous and asynchronous activities using different online tools to address topics considered key to understanding the different systems of human physiology. The students considered important the use of this type of methodology, which uses different online tools to help understand the Human Physiology contents. The students highlighted the use of the Lt platform, Zoom, Mentimeter, and YouTube as the preferred online tools to use in physiology learning.

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Section: Discussionmentioning

confidence: 99%

“…Thinking about it, we sought to use multimodal activities to stimulate students. The use of varied strategies both in synchronous and in asynchronous activities has been recommended to overcome barriers imposed in social isolation ( 4 , 10 ). We propose that students should study and carry out activities before online meetings.…”

Section: Discussionmentioning

confidence: 99%

Student assessment of online tools to foster engagement during the COVID-19 quarantine

Lima

Neves

Ramires

et al. 2020

Advances in Physiology Education

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“…. .are often recommended as a method of getting around many of the hurdles that technology can place in front of online learning" (22). Many of the strategies that we continued to use or introduced during the remote learning phase of this course encouraged engagement and promoted student learning.…”

Section: Student Engagement and Participation Persisted After Instruction Moved Onlinementioning

confidence: 99%

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Beason-Abmayr

Caprette

Gopalan

2021

Advances in Physiology Education

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Due to the COVID-19 pandemic, Rice University canceled classes for the week of March 9–13, 2020 and shifted all instruction to online only following spring break. For the second half of the semester, animal physiology was taught exclusively over Zoom. Here we describe how a flipped teaching format that was used before the pandemic eased the transition from face-to-face teaching to online instruction. The preclass preparation resources and the active learning materials that were already in place for flipped teaching were helpful in the transition to solely online teaching. Therefore, the focus during the transition was to reconfigure active learning and examinations from the face-to-face format to the online platform. Instead of small group discussions in the classroom, teams interacted in Zoom Breakout Rooms. Rather than taking exams in-person during scheduled class time, students submitted exams online. Additionally, students prerecorded their project presentations instead of presenting them “live” during the last week of classes. Overall, students felt that the class smoothly transitioned to a remote only format. These and other changes to the instructional methods will be implemented during the Spring 2021 semester when the course is taught fully online.

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“…On 27 January 2020, Chinese Ministry of Education (MOE), required schools nationwide to postpone the start of the spring term, and then, advocated on 12 February 2020 that all schools should start online teaching in the upcoming term. At the beginning of this spring semester, all the medical schools in China moved their medical education to online learning and have offered online teaching for almost three months at the writing of this study (Evans et al, 2020; Li et al, 2020; Petzold, 2020).…”

Section: Introductionmentioning

confidence: 99%

Gross Anatomy Education in China during the Covid‐19 Pandemic: A National Survey

Cheng

Chan

Pan

et al. 2020

Anatomical Sciences Ed

111

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The Covid-19 pandemic launched the use of online courses in Chinese medical schools during February 2020. To evaluate the state of gross anatomy education in China during the pandemic, a nationwide survey was conducted through convenience sampling by email or respondent invitations on social media. A total of 359 questionnaires were received from the respondents. The first response from a given school was included in the study to represent that school, thus, 77 questionnaires were used for analyses. Schools represented were from all provinces in mainland China as well as Hong Kong and Macao. The survey found that before the pandemic, 74.0% and 33.8% of the 77 schools conducted online theoretical and practical sessions, respectively, on gross anatomy, and 36 (46.8% of 77) had temporarily suspended practical sessions at the time the survey. Body donation programs were also affected with 26.0% and 27.3% of the 77 schools having suspended donation programs or saw a decreased number of donations. During the pandemic, 40.3% of the 77 schools kept or initiated the implementation of active learning, and online assessment was continued in 49.4% of the 77 medical schools. Another 26 (33.8%) schools initiated online assessment during the pandemic. A total of 359 answers were included for the analysis of the "teachers' perception of the online teaching experience". Nearly half (46.2%) of the 359 responded teachers were satisfied with the effectiveness of online teaching during the pandemic. A total of 36.2% of these respondents preferred to implement online teaching of theoretical sessions after the pandemic, and 89 (24.8%) teachers were keen to return to traditional face-to-face anatomy education.

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Letter to the Editor: Resources and recommendations for a quick transition to online instruction in physiology

Cited by 22 publications

References 14 publications

Student assessment of online tools to foster engagement during the COVID-19 quarantine

Student assessment of online tools to foster engagement during the COVID-19 quarantine

Flipped teaching eased the transition from face-to-face teaching to online instruction during the COVID-19 pandemic

Gross Anatomy Education in China during the Covid‐19 Pandemic: A National Survey

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