Perceptions of medical students towards and effectiveness of online surgical curriculum: a systematic review

Wu, Shye-Jao; Sun, Shen; Wu, Yih‐Jer

doi:10.1186/s12909-021-03014-x

Cited by 18 publications

(18 citation statements)

References 18 publications

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“…Alongside this, we are aware of innovative approaches to the training of surgeons in addition to those documented ( Table 4 , Table 5 , Table 6 and Table 7 ). These include enhancing video platforms and online teaching of instrument identification, suturing, and knot tying [ 127 , 128 , 129 ].…”

Section: Discussionmentioning

confidence: 99%

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

Etando¹,

Amu²,

Haque

et al. 2021

Healthcare

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Background: Multiple measures introduced early to restrict COVID-19 have dramatically impacted the teaching of medical and pharmacy students, exacerbated by the lack of infrastructure and experience with e-learning at the start of the pandemic. In addition, the costs and reliability of the Internet across Africa pose challenges alongside undertaking clinical teaching and practical programmes. Consequently, there is a need to understand the many challenges and how these were addressed, given increasingly complex patients, to provide future direction. Method: An exploratory study was conducted among senior-level medical and pharmacy educators across Africa, addressing four key questions, including the challenges resulting from the pandemic and how these were dealt with. Results: Staff and student members faced multiple challenges initially, including adapting to online learning. In addition, concerns with the lack of equipment (especially among disadvantaged students), the costs of Internet bundles, and how to conduct practicals and clinical teaching. Multiple activities were undertaken to address these challenges. These included training sessions, developing innovative approaches to teaching, and seeking ways to reduce Internet costs. Robust approaches to practicals, clinical teaching, and assessments have been developed. Conclusions: Appreciable difficulties to teaching arising from the pandemic are being addressed across Africa. Research is ongoing to improve education and assessments.

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Section: Discussionmentioning

confidence: 99%

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

Etando¹,

Amu²,

Haque

et al. 2021

Healthcare

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show abstract

“…37,39 Clinical teaching in the operating room includes surgical skills and live demonstration of surgical procedures. 8 That said, there was a more significant challenge to teach and set a virtual class for the surgical training course, as it is challenging for current virtual platforms to address the lack of intraoperative experiences during the operation. 8,39 This innovative technology was established to provide surgical trainees with a real-time, first-person view to learn surgery via surgical live streaming, where students can interact with the surgeon during the operation.…”

Section: Discussionmentioning

confidence: 99%

“…8 That said, there was a more significant challenge to teach and set a virtual class for the surgical training course, as it is challenging for current virtual platforms to address the lack of intraoperative experiences during the operation. 8,39 This innovative technology was established to provide surgical trainees with a real-time, first-person view to learn surgery via surgical live streaming, where students can interact with the surgeon during the operation. 40 The concept of livestream surgery was initially described in 2002 by Gandsas et al, 41 when the technology was not capable of providing real-time delivery of information via the Internet.…”

Section: Discussionmentioning

confidence: 99%

“…5–7 In this era of advanced technology, although not easy, virtual clinical teaching is inevitable for future physicians. 8,9…”

Section: Introductionmentioning

confidence: 99%

“…14,15 In particular, during the transition from conventional to virtual settings, skills for setting a virtual class should be taught according to different scenarios, including outpatient clinics, surgical rooms, and at bedside. 8,16…”

Section: Introductionmentioning

confidence: 99%

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A single-center, cross-sectional study of cross-professional faculties’ perception to virtual class under different scenarios: A stepwise approach

Lin

Chen

Yang

et al. 2022

Journal of the Chinese Medical Association

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Background: Virtual teaching in medical education is rising with the increased need caused by the recent pandemic. However, evaluations of the perception of clinical teachers across professions for setting a virtual class in different teaching scenarios are limited. This study aims to identify cross-professional clinical teachers' perception of virtual classes and the acceptability of the virtual class-specific checklist for setting a virtual class. Methods: We conducted a cross-sectional study to investigate clinical teachers' need to set and teach a virtual class and then designed a virtual class-specific checklist with five essential steps and a related training program in July 2021. After the training, 186 participants were randomly enrolled in October 2021 to evaluate their perceptions about setting virtual classes and the acceptability of the virtual class-specific checklist using an online assessment questionnaire. Results: In our institution, the number of faculty-led virtual classes has recently been on the increase. Our study revealed that most teachers agreed that virtual classes could break space and time limitations, but that the Internet environment could affect the fluency of the virtual class. They further agreed that the essential five steps in the checklist should vary depending on the type of teaching scenario. Most clinical teachers, with the exception of those who teach in the operating room, considered the operating room as the most difficult scenario for setting virtual classes. Conclusion:Faculty training for setting virtual classes is essential, and the essential virtual class-specific five steps are suitable for different teachers and teaching scenarios. However, the virtual class-specific checklist should be further adjusted according to the limitations caused by emerging innovative virtual teaching technology.

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A Scoping Review of Online Teaching in Undergraduate Surgical Training

Ebrahim,

Dorsamy,

Phillip

et al. 2023

Indian J Surg

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This scoping review aimed to map the use of online teaching methods in undergraduate surgical education globally.A systematic search of the literature for articles published between 2016 and 2021 was undertaken in PubMed/Medline, Scopus, CENTRAL, and ERIC databases. Records were screened independently and in duplicate. Data was extracted from the included studies and emerging themes analysed.We screened 2142 records, and 196 records were assessed for eligibility. Fifty-six studies were included. Most studies (47/56) were from high-income country settings. Studies were categorised based on their reported focus: curriculum incorporating online teaching methods (16/56), online assessment techniques (2/56), use of social media in surgical education (6/56), virtual reality (6/56), microlearning methods (9/56), and online surgical skills training (17/56). Most studies, 55.4% (31/56) described changes made to surgical undergraduate training due to COVID-19. The main online teaching methods comprised video-based instruction on core surgical topics and skills training. The main advantages of online teaching and learning methods were convenience, access, and availability of resources, and the opportunity for self-paced learning. Disadvantages related to poor internet connectivity, and lack of essential infrastructure.Online methods are novel and facilitated the continuation of teaching and learning activities during COVID-19. However, it is unlikely that pure e-learning will replace traditional teaching, and hybrid/blended modes of instruction should be explored to better understand its application in medical education. Further long-term studies are needed to evaluate the impact of online teaching on students’ clinical competency.

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Perceptions of medical students towards and effectiveness of online surgical curriculum: a systematic review

Cited by 18 publications

References 18 publications

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

Challenges and Innovations Brought about by the COVID-19 Pandemic Regarding Medical and Pharmacy Education Especially in Africa and Implications for the Future

A single-center, cross-sectional study of cross-professional faculties’ perception to virtual class under different scenarios: A stepwise approach

A Scoping Review of Online Teaching in Undergraduate Surgical Training

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