Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study

Abstract

Background The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. Methods A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. Results Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. Conclusions Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.

A survey study on distance anatomy education: challenges unique to anatomy

“…Students expressed their satisfaction arising from the freedom and flexibility provided by distance education [ 24 ]. In our study, however, the students put forward negative opinions about the efficiency in DAE, but took a more moderate position against technical issues, autonomy, and suitability.…”

“…The students participating in our study stated that they were not satisfied with the DAE, especially the practical aspect. In another study, students consistently reported that “they have lost their clinical skills, and laboratory-based training was being negatively affected” [ 24 ]. The discussions on whether distance education is more efficient synchronously or asynchronously still ongoing.…”

“…Distance medical education has revealed many problems that have not been recognized before. Studies have showed that anatomy is one of the courses most negatively affected by distance medical education in the preclinical part of medical education [ 24 ].…”

Educación en facultades de medicina del mundo durante el periodo de contingencia por SARSCOV- 2

“…Distintas plataformas virtuales han permitido acercar a los estudiantes al proceso educativo, de este modo, ha podido continuar con sus objetivos académicos (29). En las facultades de medicina se han implementado plataformas de aprendizaje virtual o de trasmisión de video como apoyo a actividades de docencia y como herramienta de consulta para estudiantes (30). Un estudio realizado en estudiantes en formación en medicina de Gales reportó que el 70% de ellos usaban "Meducation" que consistía en una plaforma de aprendizaje en línea con material audiovisual, casos clínicos, tutoriales y cuestionarios (31).…”

The Scale of Evaluating Instruction in Pandemic Process: Development, Validation, and Reliability

“…Woodland et al (2020) conducted a study to determine the parents' disposition to send their children to school during the COVID-19 outbreak. Also, different survey and questionnaires have been generated to examine the view and experiences of parents (Brom et al, 2020;Dong, Chao & Li, 2020;Garbe, Ogurlu, Logan & Cook, 2020), teachers (Mailizar, Almanthari, Maulina & Bruce, 2020), university members and students (Adnan & Anwar, 2020;Alawamleh, Al-Twait & Al-Saht, 2020;Aucejo, French, Araya & Zafar, 2020;Barton, 2020;Demuyakor, 2020;Essilfie, Hurley, Strauss & Alaia, 2020;Guo et al, 2020;Marinoni, Van't Land & Jensen, 2020;Paudel, 2021;Shahrvini, Baxter, Coffey, Macdonald & Lander, 2021;Shawaqfeh et al, 2020;Yılmaz-İnce, Kabul & Diler, 2020) and medical residents (Chang, et al 2020;Robbins et al, 2020) during the COVID-19 pandemic. However, as far as we know, no scale has yet been developed to determine middle and high school students' opinions about instruction during the pandemic process.…”