Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students’ Academic Motivation

Bolatov, Aidos; Gabbasova, Anar; Baikanova, Raushan; Igenbayeva, Bahyt B.; Pavalkis, Dainius

doi:10.1007/s40670-021-01464-y

Cited by 24 publications

(21 citation statements)

References 34 publications

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“…Nevertheless, we think that future students will excel these skill levels when pandemic regulations are omitted and the blended learning concept can be realized as initially planned, combining the complementary contents of the online courses with three 90 min repetitive on-site courses. Both recent studies focusing on the mandatory changes due to the pandemic regulations and other evaluated blended learning concepts have shown exemplary success in medical teaching of practical skills [ 2 , 12 , 24 , 25 , 26 , 27 , 28 , 29 ]. Polk et al demonstrated that repetitive teaching produces a rapid learning curve for ENT examination skills during a one-week hands-on course [ 21 ].…”

Section: Discussionmentioning

confidence: 99%

Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic

Lechner

Haider

Paul

et al. 2022

JPM

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In medical school, practical capacity building is a central goal. During the COVID-19 pandemic, a shift to online teaching methods in university was mandated in many countries to reduce risk of SARS-CoV-2 transmission. This severely affected the teaching of psychomotor ability skills such as head and neck examination skills, resulting in a share of students that have only been taught such ENT-specific examination skills with online courses; our study aimed to measure performance and capacity of self-evaluation in these students. After completing a new extensive online Ear Nose Throat (ENT) examination course, we conducted a standardized clinical skills exam for nine different ENT examination items with 31 students. Using Likert scales, self-evaluation was based on questionnaires right before the clinical skills exam and objective evaluation during the exam was assessed following a standardized regime. Self-evaluation and objective evaluation were correlated. To compare the exclusive online teaching to traditional hands-on training, a historic cohort with 91 students was used. Objective examination performance after in-classroom or online teaching varied for single examination items while overall assessment remained comparable. Overall, self-evaluation did not differ significantly after online-only and in-classroom ENT skill teaching. Nevertheless, misjudgment of one’s skill level increased after online-only training compared to in-classroom teaching. Highest levels of overestimation were observed after online training in simple tasks. While gender and interest in ENT did not influence self-evaluation and misjudgment, higher age of participants was associated with an overestimation of skills. Medical students with online-only training during the COVID-19 pandemic achieved similar ENT examination skills to those with traditional on-campus training before the pandemic. Nevertheless, students with online-only training were more prone to misjudge their skills when they assessed their skills. Due to the COVID-19 pandemic, current medical students and graduates might therefore lack individual specific psychomotor skills such as the ENT examination, underlining the importance of presence-based teaching.

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Section: Discussionmentioning

confidence: 99%

Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic

Lechner

Haider

Paul

et al. 2022

JPM

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“…The blended teaching model is an effective way to meet the challenges in the context of the COVID-19 pandemic. In addition, students participating in face-to-face teaching and online interactive learning showed a high level of autonomy in learning and questioning and were highly satis ed with their learning outcomes, and it was effective to reduce the risk of getting COVID-19 (21).…”

Section: Discussionmentioning

confidence: 99%

Assessment on a blended teaching model for surgical laboratory course among international medical students in response to the COVID-19 pandemic: a case study in a Chinese university

Wang

Liu

et al. 2022

Preprint

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Background With the ongoing crisis of the COVID-19 pandemic in China and the increasing online teaching platforms, the blended teaching model for international medical students is necessary. Our study aims at assessing the effectiveness of the combination of online and classroom teaching in surgical laboratory course among international medical students in a Chinese university. Methods This was a cross-sectional study conducted in a Chinese university. All international medical students enrolled in 2016–2019 were included in our study and were all third year undergraduate students majoring in Clinical Medicine for a 5-year program. At the final stage of the surgical laboratory course learning, the scores of OSCE (Objective Structured Clinical Examination) and the performance of usual learning and the skills practice from 2019 to 2022 were used as measures to assess the effectiveness. STATA 14 software was applied to conduct the relevant descriptive and statistical analysis. The statistical significance was set at P < 0.05. Results A total of 29 international medical students from 14 developing countries were included in our study. The mean age of them was 25.5 ± 2.2 years. The mean scores of OSCE was 76.55 ± 21.91, and it was 76.80 ± 22.05 for the usual learning and skill practice among all the international medical students. The mean scores of OSCE was 75.69 ± 21.40 for the international medical students in the blended teaching model, close to that (77.47 ± 23.21) in the traditional teaching model. Besides, the mean scores of usual learning and skill practice for the international medical students in the blended teaching model was 74.40 ± 20.92, lower than that (77.43 ± 23.18) in the traditional teaching model (P > 0.0.05). Conclusions Our study as a preliminary study confirmed that a blended teaching model was effective like the traditional teaching model, which can reduce the disruption for the international medical students’ study during the COVID-19 pandemic. Online interactions between international medical students and instructors positively contribute to global health education. Better coordination of online and face-to-face blended teaching models is an important direction for global medical education.

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“…Bolatov et al [ 40 ] investigated the influence of psychological well-being and different study formats on the academic motivation of first year medical students (N-432) during the COVID-19 pandemic in Lithuania. The results indicated that the level of psychological destruction and quality of life caused by the COVID-19 pandemic on academic motivation was minimal.…”

Section: Methodsmentioning

confidence: 99%

The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak

Marciniak

Jaskulska

Gašparović

et al. 2022

IJERPH

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The aim of this research was to recognize the relationship between well-being and civic engagement under the difficult circumstances of the COVID-19 pandemic amongst students from Poland, Lithuania and Croatia. Overall, 1362 academic students (Poland, n = 596, Croatia, n = 386, and Lithuania, n = 379) participated in the study. Mean rank differences in civic engagement level (overall CE) were analysed by levels of psychological well-being (overall PWB and its subscales) using the Kruskal–Wallis test (one-way ANOVA on ranks). We conducted post hoc analysis with Bonferroni tests to measure the significance of differences in CE between the detailed levels of PWB. To avoid biases due to interaction effects between dependent variables, the analysis of mean ranks was followed by a binomial logistic regression analysis model and subgroups analysis (by gender and by country). Results obtained showed that students with higher levels of psychological well-being have higher levels of civic engagement. The differences in the CE level are most pronounced in relation to the dimension of a PWB, such as “positive relations with others”, followed by “personal growth”, “autonomy”, and “self-acceptance”. In a crisis, such as a pandemic, it is worth encouraging students to take targeted actions, as well as to create actions referring to personal development and relationships. There were no differences in the direction and shape of the associations between psychological well-being and civic engagement with respect to the country and the gender of the participants, which leads us to draw conclusions pointing to the globalised nature of student experience during the pandemic in this part of Europe.

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Online or Blended Learning: the COVID-19 Pandemic and First-Year Medical Students’ Academic Motivation

Cited by 24 publications

References 34 publications

Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic

Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic

Assessment on a blended teaching model for surgical laboratory course among international medical students in response to the COVID-19 pandemic: a case study in a Chinese university

The Psychological Well-Being and Civic Engagement of Polish, Croatian and Lithuanian Academic Students during COVID-19 Outbreak

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