Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review

Bastos, Rodrigo Almeida; Carvalho, Danielle Rachel dos Santos; Brandão, Carolina Felipe Soares; Bergamasco, Ellen Cristina; Sandars, John; Cecílio-Fernandes, Dario

doi:10.1080/0142159x.2021.1973979

Cited by 40 publications

(36 citation statements)

References 89 publications

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“…This nding indicates that institutional policies are warranted to support medical faculties to resolve such issues. Third, our ndings indicate that a more comprehensive repository of e-learning resources is needed, which is consistent with that of a rapid review of the status of medical education during the COVID-19 pandemic by Bastos et al [21], which highlighted that lack of resources presents a barrier to online learning.…”

Section: Discussionsupporting

confidence: 88%

Faculty perceptions and use of e-learning resources for medical education and future predictions: a cross sectional study

Kim

Kang

2022

Preprint

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Background: The remarkable increase in the use of online teaching and learning in medical education caused by the COVID-19 pandemic, research on faculties’ perceptions and the use of e-learning resources has been scant. This study aims to investigate the use of e-learning resources by medical faculties and explore future directions in using and sharing of such resources.Methods: This descriptive study was conducted on full-time faculty members who were registered users of the e-learning portal of the consortium of 36 Korean medical schools. Participants were invited to an online survey containing 45 items that addressed their perceptions and use of e-learning resources, and their predictions of future use. Descriptive analysis and reliability analysis were conducted as well as a thematic analysis of qualitative data.Results: Ninety faculty members from 31 medical schools returned the questionnaires. Respondents had positive perceptions of e-learning resources and predicted that the use of such resources would become more popular. However, only a half of the respondents used e-learning resources for teaching, and they pointed out several barriers to the use and sharing of the resources. Furthermore, our findings suggest future directions in terms of content areas that we should focus on creating and sharing resources, namely, multimedia assessment items, clinical videos, virtual patients, sharing best video lectures across institutions, and Massive Open Online Courses (MOOCs).Conclusions: Medical schools need to provide faculty support to overcome barriers that inhibit faculty use and sharing of e-learning resources. Our findings suggest future directions in terms of content areas that we should focus on creating and sharing resources in order to respond to current challenges in medical education.

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Section: Discussionsupporting

confidence: 88%

Faculty perceptions and use of e-learning resources for medical education and future predictions: a cross sectional study

Kim

Kang

2022

Preprint

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“… 31 This analysis builds on BEME Guide 63 and 64. 14 , 15 There are 2 additional follow-up publications that focus on adaptation of traditional classroom learning to an online format, 32 , 33 whereas here the focus is on transition of education delivered in the workplace or clinical setting, analogous to the effect on clerkship students and residents in radiation oncology.…”

Section: Discussionmentioning

confidence: 99%

“…Learners reported in several studies the advantage of feedback in virtual encounters, including live confidential feedback, which allowed them to adapt during an encounter, in addition to standard debriefing. When using online platforms, a main barrier to learning is limited interactivity between teacher and student as found by Bastos et al 33 in a review evaluating solutions, enablers, and barriers in clinical medical education. In the virtual format, an authentic learning environment needs to be created which stimulates the student to think critically and communicate effectively to adequately prepare them for in-person encounters.…”

Section: Pivot To Online Learning For Adapting or Continuing Workplac...mentioning

confidence: 99%

COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology

Campbell

Castillo

Lalani

et al. 2022

International Journal of Radiation Oncology*Biology*Physics

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“…During work-based training, students develop their applied knowledge, such as assessed in the Progress Test, by seeing large numbers of patients, with different presentations and approaches to management. Most online teaching in low-and middle-income countries, especially during the COVID 19 pandemic, cannot replicate the development of applied knowledge through clinical practice (Cecilio-Fernandes et al, 2020;Bastos et al, 2021). Highincome countries are increasingly using immersive technologies, such as virtual reality, and live streamed clinical rounds to replicate clinical practice but this requires access to both affordable technology and development expertise but also adequate internet provision (Emanuel, 2020;Gaur et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

“…This is in contrast to low-and middle-income countries where the main approaches have been with simple synchronous activity, either as a face-to-face lecture or case-based discussion in which teachers create cases for discussion. Asynchronous activity has also mostly relied on recorded videos, reading material such as articles and books, and PowerPoint presentations (Cecilio-Fernandes et al, 2020;Bastos et al, 2021). Medical educators in low-and middle-income countries are likely to Hamamoto Filho et al 10.3389/feduc.2022.1033732 Frontiers in Education 06 frontiersin.org benefit from improved resources and training to ensure that the design and delivery of online clinical teaching can be more effective (Cecilio-Fernandes et al, 2020;Sandars et al, 2020).…”

Section: Discussionmentioning

confidence: 99%

Reduction in final year medical students’ knowledge during the COVID-19 pandemic: Insights from an interinstitutional progress test

Filho

Cecílio-Fernandes²,

Norcia³

et al. 2022

Front. Educ.

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There has been little information about how the COVID-19 pandemic has impacted medical students’ knowledge acquisition. The aim of the study was to identify the impact of the COVID-19 pandemic on medical students’ knowledge acquisition by comparing the students’ performance on two Progress Test exams administered in 2019 (pre-pandemic) and 2020 (during the pandemic). We included data from 1,491 students at two medical schools in Brazil. Both schools had experienced interrupted preclinical classes and clinical clerkship rotations in March 2020 but had resumed remote preclinical classes with online activities within 1 month after the interruption and clerkship rotations within five to 6 months after the interruption. We analyzed the data with the Rasch model from Item Response Theory to calibrate the difficulty of the two exams and calculated the performance of the students, with comparison of the differences of mean knowledge for each year and between the two cohorts. We found that the students’ knowledge in the cohort of 2019 was higher than those in the cohort of 2020, except in the second year. Also, the students did not show any increase in knowledge between 2019 and 2020 in the clerkship years. It appears that the pandemic significantly impaired the knowledge acquisition of medical students, mainly in the clerkship years, where practical activities are the central part of training. This is of special concern in low- and middle-income countries where graduated medical doctors are allowed to practice without further training or are required to have continuing professional development.

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Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review

Cited by 40 publications

References 89 publications

Faculty perceptions and use of e-learning resources for medical education and future predictions: a cross sectional study

Faculty perceptions and use of e-learning resources for medical education and future predictions: a cross sectional study

COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology

Reduction in final year medical students’ knowledge during the COVID-19 pandemic: Insights from an interinstitutional progress test

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