Pedagogical strategies in medical education to the challenges of Covid-19: scoping review

Moretti-Pires, Rodrigo Otávio; Campos, Dalvan Antônio de; Tesser, Zeno Carlos; Oliveira, João Batista de; Turatti, Bárbara de Oliveira; Oliveira, Daniel Canavese de

doi:10.1590/1981-5271v45.1-20200350.ing

Cited by 7 publications

(8 citation statements)

References 28 publications

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“…A possible explanation for the high prevalence of frequent ICT use in the present study is the SARS-CoV-2 pandemic, which occurred concurrently with the study, and the consequent social distancing measures that were implemented, transforming a large part of the undergraduate activities into online dynamics 24,25 .…”

Section: Discussionmentioning

confidence: 93%

Use of information and communication technology (ICT) by medical students

Pereira

Santos

Caldas

2021

Rev. bras. educ. med.

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Introduction: The central topic of the present study is the evaluation of Information and Communication Technology use by medical students, since this relationship has become inseparable from medical training and practice. Objective: To characterize the profile of Information and Communication Technology use among medical students, identifying which are the most frequently used, the possible stimuli and the main impediments to its use. Method: An observational and cross-sectional study was carried out by applying an electronic form on the Google Forms® platform, to students attending from the 1st to the 12th semester of undergraduate medical school. Results: Of the 216 participants, there was a predominance of females (60.6%), aged between 20-24 years (65.3%) and with a family income of less than 3 minimum wages (36.1%). The main device used by the participants was the smartphone (68.1%) and the most frequently used Information and Communication Technologies were text messaging apps (99.5%) and internet browsers (96.8%), while Medication Apps (48.1%) and Specialized Calculators (31%) were significantly less often used. The main benefit mentioned was the possibility of distance communication, while the main impediment was the issue of security. Conclusion: It was concluded that the use of technologies by medical students is quite frequent and varied, but purposeful training, by teachers and students, is necessary for better use of the available technologies.

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Section: Discussionmentioning

confidence: 93%

Use of information and communication technology (ICT) by medical students

Pereira

Santos

Caldas

2021

Rev. bras. educ. med.

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“…Reviews have also highlighted the challenges in migrating to remote education 11,12 which include poor knowledge of staff on how to deal with technology, poor internet connections and difficulty in transitioning content for online learning. 11,12 By contrast, some students and staff report satisfaction with remote learning, 2,13 especially when collaboration and engagement with peers is facilitated. 2…”

Section: Introductionmentioning

confidence: 99%

“…A shift to virtual education for nursing students in Iran highlighted some of the challenges faced by educators and students, such as lack of infrastructure, reduced readiness of educators and students for e-learning, and the time to prepare educational content, 9 whilst educators in Canada 10 emphasised the importance of continuing to engage nursing students online. Reviews have also highlighted the challenges in migrating to remote education 11,12 which include poor knowledge of staff on how to deal with technology, poor internet connections and difficulty in transitioning content for online learning. 11,12 By contrast, some students and staff report satisfaction with remote learning, 2,13 especially when collaboration and engagement with peers is facilitated.…”

Section: Introductionmentioning

confidence: 99%

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Carrier

Edwards

Tombs

et al. 2022

Preprint

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Background Education delivery in higher education institutions was severely affected by the COVID-19 pandemic, with emergency remote teaching developed and adapted promptly for the circumstances. This rapid review investigated the effectiveness of alternative education delivery strategies during the pandemic for medical, dental, nursing and pharmacy students, to help plan and adapt further education provision. Methods We included 23 primary studies in undergraduate education, all published in 2020-2021, no relevant UK-based or postgraduate studies were found. Included studies comprised 10 single cohort descriptive; 11 comparative descriptive; and two RCTs. There was considerable variability in terms of students, type of distance learning, platforms used and outcome measures. Results In medicine (n=14), self-reported competency and confidence, and demonstrable suturing skills were achieved through participating in remote learning. However, lower levels of knowledge were obtained by students who received virtual or blended learning compared to in-person teaching (low-very low confidence). Using bespoke interactive platforms in undergraduate medical training was superior to standard video (low confidence) or textbook presentations (very low confidence). In dentistry (n=2), remote learning led to knowledge gained (low confidence), but self-reported practical and interpersonal skills were lower with remote rather than in-person learning (very low confidence). In nursing (n=3), remote learning, when compared to in-person, resulted in similar knowledge and self-reported competency levels (very low confidence) pre-COVID, but confidence was higher when learning or assessment was conducted virtually (low confidence). In pharmacy (n=4), virtual learning was associated with higher skills, but lower knowledge compared to in-person, pre-COVID; self-reported competency and confidence scores were similar between the two groups (very low confidence). Conclusions Remote teaching was valued, and learning was achieved, but the comparative effectiveness of virtual versus in-person teaching is less clear. Supplementary alternative or in-person practical sessions may be required post-emergency to address learning needs for some disadvantaged student groups.

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“…Embora o uso de tecnologias a distância na educação médica não seja uma novidade da COVID-19, o ensino presencial é o principal modelo empregado principalmente em disciplinas de habilidades clínicas. Com o cancelamento das aulas presenciais, o ensino on-line foi aplicado nas universidades como estratégia para dar continuidade aos estudos durante a pandemia (Silva et al, 2021;Moretti-Pires et al, 2021). O esforço contínuo para manter o conteúdo atrativo e interativo entre os estudantes, dentro desse contexto, tornou-se um desafio diário enfrentado por professores e estudantes de todas as áreas educacionais, incluindo a educação médica (Santos et al, 2020).…”

Section: Introductionunclassified

Extensão em micologia médica na percepção dos estudantes em tempos de pandemia da COVID-19

Savi

Bortolotto

Costa

et al. 2022

RSD

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A área da micologia médica apresenta um desafio diagnóstico e terapêutico para profissionais da saúde. Diante das infecções fúngicas invasivas, a educação continuada pode desenvolver competências importantes para o diagnóstico e tratamento correto. O objetivo do trabalho foi verificar a percepção dos estudantes da área da saúde quanto ao curso de extensão em micologia médica como ensino complementar na graduação, ofertado na modalidade a distância em tempos da COVID-19. A aplicação de questionário foi realizado por meio de formulário on-line composto por 21 pressupostos objetivos. As respostas seguiram a escala de Likert, visando avaliar aspectos quantitativos e qualitativos do curso. Os dados coletados foram analisados por estatística descritiva. Após a conclusão do curso, os estudantes concordaram que tiveram seu conhecimento teórico-prático ampliado, aumentando sua confiança em enfrentar os desafios profissionais que envolvem infecções fúngicas. Os estudantes aprovaram a estrutura do curso concordando com as proposições com alto Ranking Médio (RM) (entre 4,58 e 5,00). No total, 88% dos estudantes afirmaram que o tema "Infecções Fúngicas" não foi abordado em seus cursos de graduação com o mesmo detalhamento como ocorreu neste curso de extensão. Quando questionados se o aproveitamento e a execução do curso seriam melhores se fosse realizado presencialmente, um cenário heterogêneo de respostas foi observado (RM = 3,50). A micologia é uma área que merece atenção dentro da microbiologia médica e o curso de extensão pode ser uma alternativa eficiente de estratégia complementar para tornar os estudantes mais aptos a enfrentar os desafios profissionais relacionados às infecções fúngicas.

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Pedagogical strategies in medical education to the challenges of Covid-19: scoping review

Cited by 7 publications

References 28 publications

Use of information and communication technology (ICT) by medical students

Use of information and communication technology (ICT) by medical students

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Extensão em micologia médica na percepção dos estudantes em tempos de pandemia da COVID-19

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