Medical Students in Russia Evaluate the Training During the COVID-19 Pandemic: A Student Survey

Abstract

Background The aim of the study was to obtain feedback from medical students in Russia regarding their e-learning experience during COVID-19 Pandemic. Methods 13 040 students from 46 Medical Schools in Russia completed an original evaluation form validated by 6 experts. Criterion and construct validity were determined in a pilot study (n = 46). The study design was based on the use of Google forms. Participants used the Visual Analog Scale from 1 to 10 to assess the level of knowledge acquired. Results 95.31% of medical schools in Russia switched to e-learning during the Pandemic. 39.8% of the students stated that the time to prepare for the class has doubled. For 19.9% of them, it increased by one third, while 26.6% did not report any changes. 38,4% of the participants are satisfied with particular elements of e-learning, 27.5% like such a format, 22.9% do not like it, and 11.2% could not answer the question. The average scores for the knowledge assessment were 5.9 for the humanities, 6.1 for fundamental science, and 6.0 for clinical training. Conclusions Remote learning was described by medical undergraduates in Russia as the increase in self-instruction time and the decrease in the level of knowledge gained. Only particular components of the “new normal” can be considered for use beyond the pandemic.

A comparative analysis of lecturers' satisfaction with Anatomage and Pirogov virtual dissection tables during clinical and topographic anatomy courses in Russian universities

“…In parallel, computer‐assisted learning (CAL) technologies, such as virtual reality (VR), 10‐13 and augmented reality (AR), 14 three‐dimensional (3D) models, 15‐17 and interactive anatomical atlases 18‐20 have rapidly advanced and grown in popularity. These resources became critical during the Covid‐19 pandemic, when education activities were rapidly transferred to an e‐learning format, due to decreased in person access to teaching resources 21‐23 . This was especially evident in anatomy education, where access to dissection laboratories and museums during Covid‐19 pandemic was very limited 3,24,25,26 …”

“…These resources became critical during the Covid-19 pandemic, when education activities were rapidly transferred to an e-learning format, due to decreased in person access to teaching resources. [21][22][23] This was especially evident in anatomy education, where access to dissection laboratories and museums during Covid-19 pandemic was very limited. 3,24,25,26 An important component of a high-quality medical education is an authentic learning environment 28,29 in which students can learn to navigate real medical practice through both virtual and real simulators, including simulated patients.…”

Impact of the COVID-19 pandemic on student experiences during rural placements in Australia: findings from a national multi-centre survey

“…It has been widely acknowledged that lack of adequate in-person experiences can negatively impact professional skills such as teamwork, communication, building rapport, empathy, and professionalism, in addition to clinical skills and knowledge [8,16,17]. These adverse impacts could be worse for medical students based in rural areas because of professional and social isolation and poor technical infrastructure as highlighted by recent studies from countries including Russia [18], India [19], and Canada [8], compounding the challenges already faced in rural areas.…”