Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

Cheung, Billy Ho Hung; Foo, Chi Chung; Chu, Kent‐Man; Co, Michael; Lee, Lok Sze

doi:10.1186/s12909-022-03958-8

Cited by 6 publications

(3 citation statements)

References 38 publications

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“…This could explain the lower Cronbach’s a values in these subscales. In general, all three questionnaires used in this study have shown comparable internal reliability in other studies [ 46 , 63 , 64 ].…”

Section: Discussionsupporting

confidence: 75%

Linking Learning Environment and Critical Thinking through Emotional Intelligence: A Cross-Sectional Study of Health Sciences Students

et al. 2023

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Background: Health sciences educators should increase the critical thinking of their students as this may improve the quality of care. However, this is rarely considered as a critical point in teaching, despite studies identifying factors such as the learning environment and emotional intelligence as increasing critical thinking at an undergraduate level. Thus, there is a need to better explore these factors and investigate interrelations and ways of improving critical thinking, especially in the critical field of healthcare students (nursing and medicine). Objectives: The present study aimed to examine the potential relationships between critical thinking with emotional intelligence and the learning environment. Method: This was a descriptive cross-sectional study with 208 first year health sciences university students of two nursing departments and one medicine department from three universities in Greece. The Critical Thinking Disposition Scale, Dundee Ready Education Environment Measure, and Trait Emotional Intelligence-Short Form questionnaires were used to assess critical thinking, the education environment, and emotional intelligence, respectively. Results: The results demonstrate that critical thinking was positively related to emotional intelligence (β = 0.82, p < 0.001), but not to the learning environment (β = 1.06, p = 0.30). However, a structural equation modeling analysis supported the indirect relationship between the learning environment and critical thinking through emotional intelligence (M = 1.10, CI = 0.13–2.17, p < 0.05). Conclusions: Emotional intelligence may be the underlying mechanism for achieving critical thinking if it is well applied and cultivated in a learning environment. Therefore, universities could modify their curricula and place emotional intelligence at the epicenter of teaching.

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Section: Discussionsupporting

confidence: 75%

Linking Learning Environment and Critical Thinking through Emotional Intelligence: A Cross-Sectional Study of Health Sciences Students

et al. 2023

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“…Although there are several reasons why students do not turn their video cameras on, including it being considered the norm, and concerns about physical appearance or screen background, it may be possible to use strategies such as active learning techniques to encourage camera usage [14]. Cheung and colleagues found that students' perceptions of online teaching were more favourable when video cameras were turned on so, although students are reluctant to do so, as educators, we should support students to turn their cameras on in sessions [15].…”

Section: Disadvantages Of Online Teachingmentioning

confidence: 99%

Developing research skills in medical students online using an active research study

Asghar

Aksoy

Graham

et al. 2023

Preprint

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Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. The purpose of our study was to use an online questionnaire to quantitatively evaluate medical student perspectives on development of their research and scholarship skills, teaching content and format, and tutor performance. In addition, we captured free text responses from both students and tutors on the positives and negatives of online teaching and suggested improvements. We also compared summative assessment marks for the online course with those obtained from previous in-person teaching sessions. Students were largely positive about most aspects of the online course utilising an active research study. Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. The assessment marks for the online course were comparable between the online course and the in-person laboratory teaching from previous years. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students. Our study demonstrates that delivering online teaching, which involves students in active research, engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.

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“…Although there are several reasons why students do not turn their video cameras on, including it being considered the norm, and concerns about physical appearance or screen background, it may be possible to use strategies such as active learning techniques to encourage camera usage [31]. Cheung and colleagues found that students' perceptions of online teaching were more favourable when video cameras were turned on so, although students are reluctant to do so, as educators, we should support students to turn their cameras on in sessions [32].…”

Section: Disadvantages Of Online Teachingmentioning

confidence: 99%

Developing research skills in medical students online using an active research study

Asghar,

Aksoy,

Graham

et al. 2023

BMC Med Educ

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Background Developing research skills and scholarship are key components of medical education. The COVID-19 pandemic necessitated that all teaching be delivered online. We introduced an approach to small group teaching in the academic year 2020–2021 online which involved students in an active (ongoing) research study to develop their research skills. Methods We acquired student feedback to evaluate their perspectives quantitatively on development of research and scholarship skills, teaching content and format, and tutor performance using this teaching approach. In addition, we captured free text responses from both students and tutors on the positives and negatives of our course, and their suggested improvements. We also compared summative assessment marks for the online/active research course (2020–2021) with those obtained from previous (2017–2019) and subsequent (2021–2023) teaching sessions. Results Students were largely positive about most aspects of the online course utilising an active research study (n = 13). Students agreed that they were able to acquire research skills, particularly related to data analysis, transferable skills, and giving scientific presentations. A one-way ANOVA revealed no significant difference for assessment marks across all five teaching years (two years prior and two years following the online/active research course), indicating that the course achieved the learning outcomes. Students enjoyed the convenience of online teaching and the availability of course resources, but least liked the lack of in-person interaction and laboratory training. Tutors enjoyed the collaborative aspects of online teaching, but least liked the lack of face-to-face interactions with students. Conclusions Our study demonstrates that delivering online teaching which involves students in active research engages and motivates them to develop their research and scholarship skills. We recommend that educators consider incorporating a current research study in their undergraduate courses as this can enhance the student learning experience as well as the research project itself.

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Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

Cited by 6 publications

References 38 publications

Linking Learning Environment and Critical Thinking through Emotional Intelligence: A Cross-Sectional Study of Health Sciences Students

Linking Learning Environment and Critical Thinking through Emotional Intelligence: A Cross-Sectional Study of Health Sciences Students

Developing research skills in medical students online using an active research study

Developing research skills in medical students online using an active research study

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