Online Lectures in Undergraduate Medical Education: Scoping Review

Tang, Brandon; Coret, Alon; Qureshi, Aatif; Barron, Henry; Ayala, Ana Patricia; Law, Marcus

doi:10.2196/mededu.9091

Cited by 99 publications

(79 citation statements)

References 42 publications

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“…In the future, medical schools must carefully build an infrastructure comprising of technologically versatile lecturers to deliver well-organised, succinct tutorials, games and resources, especially given the lack of awareness of ‘conscientious online lecture design’ among medical educators. 48 …”

Section: Discussionmentioning

confidence: 99%

“…Rather, it was an evaluation of online teaching as a whole, which may have impacted the results, as teaching modalities are often specific to the topic being taught. 48 Furthermore, student preferences may depend on the purpose of engaging with resources, for example, for learning new content versus revision, 54 or for short-term versus long-term knowledge retention. 55 …”

Section: Discussionmentioning

confidence: 99%

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Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

et al. 2020

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ObjectivesTo investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic.DesignCross-sectional, online national survey.SettingResponses collected online from 4th May 2020 to 11th May 2020 across 40 UK medical schools.ParticipantsMedical students across all years from UK-registered medical schools.Main outcome measuresThe uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic.Results2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance-learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID-19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05). The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76%) and poor internet connection (21.53%).ConclusionsOnline teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team-based/problem-based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID-19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

et al. 2020

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“…Coincidentally, scholars such as Tang [2] reviewed 45 literature chapters, and also believed that for medical undergraduates, the integration of online courses into medical education has a high degree of acceptance and good learning results.…”

Section: Analysis Of Chinese Dental Professional Coursesmentioning

confidence: 99%

A Comparative Study of Online Education and Traditional Offline Education During COVID-19

Hong¹,

Li²,

Lin³

et al. 2020

Preprint

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Background: In early 2020, a global pandemic (COVID-19) broke out and severely affected the progress of education in various countries’ universities and institutions, which promoted the progress of online courses at the same time. This article aims to conduct a comparative analysis of teacher-student surveys between online live teaching and traditional off-line teaching, and explore the direction of medical education reform in colleges and universities.Methods: Surveys among teachers and students were conducted on live broadcast courses and traditional offline courses by Guanghua School of Stomatology, Sun Yat-sen University, Guangzhou, China. Teachers were investigated from the three aspects including preparation before the class, the experience of teaching during the class, and evaluation after the class, while the students were performed investigations and statistical analysis from the aspects of class experience, learning effect, evaluation of the teachers and curricula.Results: Both teachers and students fully recognized the orderly organization and management of online live-streaming teaching, and that online courses have a positive and powerful role in improving the quality of teaching. However, teachers and students agree that the overall teaching experience and learning effect of online courses are inferior to offline, so the traditional offline courses or the mixation of online and offline modes are tended for teaching.Conclusions: The effective and proper use of online education in stomatology can help improve teaching effect significantly, but it is impossible to replace the traditional classroom. In the future, with the addition of online teaching, stomatological education could adopt a new mode of the combination of online and offline teaching as well as the integration of inside and outside the classroom.

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“…For years, many medical schools, including our own, have been recording lectures and making them available for students online—a style of teaching that has been proven popular and effective since it allows students to learn at their own pace and in their own time [ 7 , 8 ]. As remote teaching has become the norm, students in medical schools such as ours can adapt more readily, as we are already familiar with the platforms and format of recorded lectures.…”

Section: Adaptability: Our Responsiveness In Unprecedented Timesmentioning

confidence: 99%

Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education

Mann¹,

Novintan²,

Hazemi-Jebelli³

et al. 2020

JMIR Med Educ

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As UK medical students, we recently completed 3 months of remote learning due to the COVID-19 pandemic, before taking online end-of-the-year exams. We are now entering our final year of medical school. Based on our experiences and our understanding of others’ experiences, we believe that three key lessons have been universal for medical students around the world. The lessons learned throughout this process address the need for a fair system for medical students, the importance of adaptability in all aspects of medical education, and the value of a strong medical school community. These lessons can be applied in the years to come to improve medical education as we know it.

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Online Lectures in Undergraduate Medical Education: Scoping Review

Cited by 99 publications

References 42 publications

Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

A Comparative Study of Online Education and Traditional Offline Education During COVID-19

Medical Students' Corner: Lessons From COVID-19 in Equity, Adaptability, and Community for the Future of Medical Education

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