Online Medical Education: Utilization of Google Forms for Remote Active Learning Experiences in a Large Medical School Class During the COVID-19 Pandemic

Stock, Anna; Singh, Pratima

doi:10.1007/s40670-023-01748-5

Cited by 3 publications

(4 citation statements)

References 1 publication

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“…Extensive literature is available on the effectiveness of MCQs, feasibility and reliability of Google Forms, and students’ perception regarding the use of MCQs in exams. [ 24 25 26 27 ] In the present educational prospective longitudinal study, we consciously made an effort to gather quantitative and qualitative responses to gain deeper understanding of these dimensions.…”

Section: Discussionmentioning

confidence: 99%

Efficacy of Google Form–based MCQ tests for formative assessment in medical biochemistry education

Panchbudhe,

Shaikh,

Swami

et al. 2024

Journal of Education and Health Promotion

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BACKGROUND: Biochemistry, being a vast and complex subject, can be challenging for Phase I MBBS students to comprehend and retain. Embracing rapidly evolving technology can facilitate a more accessible learning experience. In this study, we investigated the effectiveness of using Google Form–based multiple-choice question (MCQ) tests as a formative assessment tool after each biochemistry lecture series. The aim was to assess the improvement and gather feedback of Phase I MBBS students on the utility of this assessment tool. MATERIALS AND METHODS: This educational prospective longitudinal study was conducted by the Department of Biochemistry at a university-affiliated medical college and tertiary care hospital. The study included 150 Phase I MBBS students as participants. Google Form–based MCQ tests were implemented as educational interventions after each lecture series during the study period. The study compared the internal assessment (IA) MCQ marks of students before and after the implementation of the intervention. In addition, feedback questionnaires were collected from the students. RESULTS: There was a significant improvement in students’ scores between the first IA (mean ± standard deviation [SD], 8.16 ± 3.08) and second IA (mean ± SD, 17.64 ± 2.02) (P < 0.0001). According to students’ feedback, 149 out of 150 (99.3%) students found the use of Google Form–based MCQ tests as a formative assessment tool in the teaching–learning process to be highly beneficial and motivated them to engage in their biochemistry studies. CONCLUSION: With the shift toward competency-based medical education (CBME) in India, it is crucial for educators to embrace novel teaching–learning and evaluation approaches. Our study highlighted the efficacy of employing Google Form–based MCQ tests in enhancing students’ comprehension of the biochemistry subject, evaluating their scores and improving the overall quality of learning. Through this mode of assessment, teachers were able to provide targeted feedback on areas that required improvement, thereby enhancing the learning experience.

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Section: Discussionmentioning

confidence: 99%

Efficacy of Google Form–based MCQ tests for formative assessment in medical biochemistry education

Panchbudhe,

Shaikh,

Swami

et al. 2024

Journal of Education and Health Promotion

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“…13 Our study validates the effectiveness of online educational escape games based on Google Forms, as previously proposed by Vergne et al 9 Importantly, this educational approach has also been successfully employed by other researchers in the fields of chemistry and medicine. 14,15 Cai 14 utilized it to address misconceptions in stoichiometry for polytechnic students, while Stock and Singh 15 employed it in a medical school class to explore practical aspects of patient case care scenarios representing clinical diseases. Our study contributes a methodology that allows for the inclusion of more complex questions, enabling the application of gamificationbased teaching in advanced university courses.…”

Section: Third Game Editionmentioning

confidence: 99%

Development and assessment of a virtual escape‐room game for teaching industrial bioprocesses

Cotoras,

Valenzuela‐Ibaceta,

Salas

et al. 2024

Biochem Molecular Bio Educ

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This article presents a study on the implementation of a virtual escape‐room game as a novel teaching methodology in biochemistry education. The game aimed to engage students in producing monoclonal antibodies against SARS‐CoV‐2 while reinforcing theoretical concepts and fostering teamwork. Three versions of the game were tested, incorporating modifications to address student feedback on and improve the overall experience. The study employed a satisfaction survey to gather insights from students regarding their perception of the game. Results showed that the implementation of answer flexibility using RegEx had a significant positive impact on student satisfaction and motivation. The introduction of RegEx allowed for a more realistic and immersive gaming experience, as students could provide varied answers while still being evaluated correctly. Overall, the findings highlight the effectiveness of the game's design, the suitability of the Google Forms platform for distance learning, and the importance of incorporating answer flexibility through RegEx. These results provide valuable guidance for educators seeking to enhance student engagement and satisfaction through the use of escape‐room games in biochemistry education.

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“…List of courses relevant to the Clinical Anatomy Fellowship. (Bancroft & Stephens, 2007;Telisky & Olinger, 2011;Dahlstrom & Olinger, 2014;Mayer et al, 2019;Millhuff et al, 2023), Orthopaedic Journal of Sports Medicine (Daggett et al, 2017;Johnson et al, 2022), Surgical and Radiological Anatomy (Woyski et al, 2013;Smith et al, 2017), Aesthetic Surgical Journal (Marolt et al, 2021;Moorefield et al, 2021;Freed et al, 2022), and Medical Educator (Motzko & Dennis, 2023;Stock & Singh, 2023); however, this is not an exhaustive list.…”

Section: Ta B L Ementioning

confidence: 99%

“…A majority of Fellows are successful in publishing within a peer‐reviewed journal. As such, past Fellows have successfully published in Clinical Anatomy (Bancroft & Stephens, 2007; Telisky & Olinger, 2011; Dahlstrom & Olinger, 2014; Mayer et al, 2019; Millhuff et al, 2023), Orthopaedic Journal of Sports Medicine (Daggett et al, 2017; Johnson et al, 2022), Surgical and Radiological Anatomy (Woyski et al, 2013; Smith et al, 2017), Aesthetic Surgical Journal (Marolt et al, 2021; Moorefield et al, 2021; Freed et al, 2022), and Medical Educator (Motzko & Dennis, 2023; Stock & Singh, 2023); however, this is not an exhaustive list. To support research endeavors, Fellows are allotted $1500 to cover the costs associated with attending research conferences and other activities related to professional development.…”

Section: Introductionmentioning

confidence: 99%

The clinical anatomy fellowship: A participants' perspective

Thiel,

Murtha,

Dennis

et al. 2023

Anatomical Sciences Ed

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Kansas City University offers a Clinical Anatomy Fellowship which enrolls nine medical students during each academic year and provides training in research, teaching, and advanced anatomical topics. The Fellows practice as novice educators, working alongside Anatomy faculty to teach medical students in the Gross Anatomy laboratory. However, little has been reported related to Fellowship participation and success outcomes. This survey‐based study was designed to explore (1) student motivation(s) for pursuing the Fellowship, (2) benefits of participation, and (3) the perceived impact on residency applications and career success. Three unique populations were surveyed. The most important factors driving application to the Fellowship were a desire to increase competitiveness in the residency application process (Likert mean score 4.7–5.0) and a passion for Anatomy (Likert mean score 4.3–4.7). Taking a year away from the College of Osteopathic Medicine curriculum (Likert mean score 4.4) and delaying clinical exposure (Likert mean score 4.2) were the most important deterrents to application. The most reported benefits after program completion included opportunities to build a strong residency application (44% and 50% of Fellows), conduct research (44% and 45% of Fellows), and participate in teaching (11% and 50% of Fellows). 73% of past Fellows matched into their top specialty of choice. Flexibility in the program allows participants to individualize their Fellowship experience to address their personal goals related to residency applications and careers as future physicians. As the results suggest, the Clinical Anatomy Fellowship benefits Fellows, signaling other medical institutions to consider adopting a similar program.

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Online Medical Education: Utilization of Google Forms for Remote Active Learning Experiences in a Large Medical School Class During the COVID-19 Pandemic

Cited by 3 publications

References 1 publication

Efficacy of Google Form–based MCQ tests for formative assessment in medical biochemistry education

Efficacy of Google Form–based MCQ tests for formative assessment in medical biochemistry education

Development and assessment of a virtual escape‐room game for teaching industrial bioprocesses

The clinical anatomy fellowship: A participants' perspective

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