Strategies adopted by undergraduate teaching assistants in physiology and biophysics education during the COVID-19 pandemic

Gonçalves-Manso, Dayana S; Rodrigues, Mateus P; Secio-Silva, Ayla; Alves, Eliza L; Oliveira, Vitória S; Carvalho, Pedro E P; Beraldo, Ikaro Jesus da Silva; Vaccarezza, Giulia T C; Viza, Rodrigo; Carmo, Francisco A C; Pereira, Grace Schenatto; Bargi‐Souza, Paula; Silva, Glauber S. F. da; Guimarães, Pedro Pires Goulart

doi:10.1152/advan.00042.2022

Cited by 3 publications

(1 citation statement)

References 16 publications

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“…In recent years, the BOPPPS teaching strategy has been extensively trialed in China’s higher education for the improvement of efficiency in medical education ( 6 , 7 , 10 ). Particularly, the COVID-19 pandemic has greatly impacted the education sector and the way of teaching and learning ( 63 ). Online teaching has become an important part of teaching strategy and thus, incorporation of the BOPPPS into a combined offline and online teaching should also be tried.…”

Section: Discussionmentioning

confidence: 99%

Effectiveness of bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary teaching strategy in Chinese medical education: A systematic review and meta-analysis

Zeng

Wang

et al. 2022

Front. Med.

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The BOPPPS teaching strategy has been used recently in many medical courses as an improved and more practical pedagogy in China. Nevertheless, the effectiveness of this pedagogy has not been fully assessed in terms of knowledge and skill outcomes in medical education. This meta-analysis aimed to evaluate the effectiveness of the BOPPPS strategy compared with traditional lecture-based learning (LBL) in Chinese medical education. The English electronic databases of Web of Science, PubMed, Embase, and the Cochrane Library and the Chinese electronic databases of CNKI, CQVIP, Wanfang, and CBM were used to search the publications related to the BOPPPS teaching strategy before 6 Jun 2022. Eligibility publications were retrieved and the data were extracted by two researchers independently according to the predefined inclusion and exclusion criteria. Quality analysis was performed using the Cochrane risk-of-bias tool, and the meta-analysis was performed using RevMan 5.3 and StataSE. We retrieved 367 records and 41 studies with a total of 5,042 medical students in the meta-analysis, which included 34 randomized controlled trials (RCTs) and 7 Cohort studies. In the cumulative meta-analysis, BOPPPS strategy significantly increased skill scores (SS) (SMD: 1.15, 95% CI: 1.00-1.30, P < 0.00001), knowledge examination scores (KES) (SMD: 1.56, 95% CI: 1.24-1.89, P < 0.00001), comprehensive ability scores (CAS) (SMD: 1.22, 95%CI: 0.85-1.59; P < 0.00001), and teaching satisfaction (TS) (OR: 3.64; 95%CI: 2.97-4.46; P < 0.0001) compared to the LBL model among those medical students. Statistically similar results were obtained in the sensitivity analysis. These results showed that the BOPPPS method is an effective teaching strategy for Chinese medical students to improve SS, knowledge scores, CAS, and TS when compared with LBL Frontiers in Medicine 01 frontiersin.org Ma et al. 10.3389/fmed.2022.975229 in medical education. Because of the limited quantity and quality of the included studies, further rigorous studies are needed to conclude with more confidence.

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Section: Discussionmentioning

confidence: 99%

Effectiveness of bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary teaching strategy in Chinese medical education: A systematic review and meta-analysis

Zeng

Wang

et al. 2022

Front. Med.

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Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic

Petzold

Fry

2023

Advances in Physiology Education

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As we pass the third anniversary of the World Health Organization's declaration of the SARS-CoV-2 global pandemic it is beneficial to reflect upon how physiology education adapted to the challenges of the pandemic. At the initial stages of the pandemic, many educators were faced with the challenge of quickly transitioning to Emergency Remote Teaching (ERT), requiring shifts in teaching methodology and laboratory structure to adapt to the pandemic normal. In this paper, we provide a broad overview of the efforts made by the community of educators associated with the American Physiological Society during the pandemic to encourage best practices in teaching, maintain course and program goals during ERT, and innovate in physiology education. We also highlight diversity, equality and inclusion work that was produced as the scientific community recommitted to tackling systemic and structural inequalities exacerbated by the pandemic and brought to the forefront by the Black Lives Matter movement . Finally we examine the potentially long lasting effects of the pandemic on education from both the student and faculty standpoint and how doubling down on what we learned can be beneficial to the future of physiology education.

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COVID struggles: undergraduate teaching assistants balance teaching and learning during a pandemic

Zarandi

Wen

Rangachari

2023

Advances in Physiology Education

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Undergraduate Teaching Assistants have become useful collaborators with Faculty in large undergraduate freshman classes. Their participation requires them to manage both their teaching duties as well as their own learning. The pandemic posed unusual problems for them. Here two students along with their instructor provide an inside look. Throughout the pandemic, UTAs were found to increase their efforts during tutorials in attempts to help ensure that students were more prepared and engaged through the online learning formats. New strategies were implemented in order to maintain student attendance and participation in class, which greatly increased the workload for TAs. Students not turning on their cameras and speaking up in online class made teaching more tiring and stressful, which was compounded onto the already present "Zoom fatigue" during online education. UTAs found real challenges in balancing senior year classes and extracurriculars with preparation for tutorials, especially closer to assignment or exam deadlines when the engagement and questions from students would sharply increase. Despite numerous efforts and adaptations made by UTAs to adjust to the impacts of the pandemic, online learning was an immense challenge to both students and teachers in comparison to the in-person formats.

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Strategies adopted by undergraduate teaching assistants in physiology and biophysics education during the COVID-19 pandemic

Cited by 3 publications

References 16 publications

Effectiveness of bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary teaching strategy in Chinese medical education: A systematic review and meta-analysis

Effectiveness of bridge-in, objective, pre-assessment, participatory learning, post-assessment, and summary teaching strategy in Chinese medical education: A systematic review and meta-analysis

Doubling down on best practices: reflecting on teaching physiology during the COVID-19 pandemic

COVID struggles: undergraduate teaching assistants balance teaching and learning during a pandemic

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