Teaching clinical practical and communication skills of the clinical skills lab of the University of Veterinary Medicine Hannover, Foundation, Germany during the COVID-19 pandemic

Brombacher-Steiert, Silja; Ehrich, Raphaela; Schneider, Claudia; Müller, Lina R.; Tipold, Andrea; Wissing, Sandra

doi:10.3205/zma001482

Cited by 5 publications

(2 citation statements)

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“…Concerning the teaching experiences during the Covid-19 pandemic, multiple studies have described lectures, seminars, and practical courses that were made available via online learning platforms and via online conference systems [ 22 – 26 ]. For example, AlQhtani et al [ 27 ] and Zheng et al [ 28 ] described few limitations in digitalized practical training.…”

Section: Discussionmentioning

confidence: 99%

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Gottschalk,

Milch,

Albert

et al. 2023

PLoS ONE

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Introduction Due to the Covid-19 pandemic and the accompanying hygiene regulations, medical students in Germany faced multiple educational and personal challenges. The challenges included the cancellation and digitalisation of courses, the closing of university institutions such as libraries, a decrease in social contacts, and the risk of a Covid-19 infection. The aim of this study was to understand medical students’ pandemic experiences as well as the consequences of these experiences for the students’ future work as physicians. Materials and methods We performed 15 guided, one-on-one interviews with clinical medical students (third to fifth year) at the Otto-von-Guericke-University Magdeburg. Interviews were recorded, transcribed, and anonymised. We performed a qualitative content analysis in accordance with Mayring and thereby formed an inductive category system. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were applied. Results Five categories were inductively formed: “Changes in the teaching experience”, “negative effects on the learning experience”, “decrease in personal social contacts”, “contact with covid-19”, and “pandemic-associated stress increase”. The participating students reported higher levels of stress due to isolation and uncertainty regarding their educational future. Furthermore, students welcomed the digitalisation of lectures, developed individual coping strategies, and voluntarily took part in the care of Covid-19 patients. Limitations to social interactions were perceived as the major restrictive factor to their educational structure, their perceived learning success and personal development. Conclusion This study identified social restrictions as well as didactic and academic structural challenges as relevant factors contributing to perceived stress and fear for medical students during the Covid-19 pandemic, especially as regards their learning experience. Students’ acceptance of digitalised learning may enable regular interaction with university peers and may facilitate a structured educational life. However, the implementation of digital resources could not provide a sufficient substitute for in-person courses.

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Section: Discussionmentioning

confidence: 99%

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Gottschalk,

Milch,

Albert

et al. 2023

PLoS ONE

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“…Much has been written about student experience throughout the pandemic, and about in‐person learning versus blended and distance pedagogical approaches (Brombacher‐Steiert et al, 2021 ; Ellaway et al, 2003 ; Little et al, 2018 ; Routh et al, 2021 ). Despite this, few studies have looked at performance outcomes, and very few have used mixed methods to determine both performance outcomes and student experience and compared pre‐pandemic and peri‐pandemic outcomes.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research

Jeyapalan

James

Gardner

et al. 2022

Anat Histol Embryol

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Research is often an essential component of completing a veterinary medicine degree, with universities worldwide aiming to teach students a variety of techniques and general research comprehension and skills. As universities worldwide navigated the COVID‐19 pandemic, it was often necessary to move towards distance learning, this was employed for the research module at The University of Nottingham, School of Veterinary Medicine and Science. Following completion of their independent research project, each student cohort was sent a student evaluation of the module questionnaire and quantitative and qualitative analysis was undertaken. In addition, assessment outcomes based on dissertation grade, supervisor grade and overall module score were analysed quantitatively. This was conducted on both the individual cohorts and between the pre‐ and peri‐pandemic groups, ranging from 2017–2018 through to 2021–2022 cohorts. The students received increased dissertation and supervisor grades (by nearly 6%) during the 2021–2022 peri‐pandemic cohort, when compared to the pre‐pandemic cohorts, but did differ significantly compared to the 2020–2021 cohort. The pre‐ and peri‐pandemic Likert‐scale ratings for module organisation and assessment criteria were similar, workload management and the ability to explore concepts and ideas was reduced in the peri‐pandemic cohorts, whereas the accessibility to resources was increased in the peri‐pandemic students compared to those taught prior to the pandemic. Student feedback can provide essential information when designing and managing research projects and when compared to assessment grades it can help us understand attainment, essential information when providing a quality university level education whilst supporting student welfare following the COVID‐19 pandemic.

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Teaching clinical hematology and leukocyte differentiation in veterinary medicine using virtual patients

Marahrens,

Wagener,

Schaper

et al. 2023

Front. Vet. Sci.

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Due to contact restrictions imposed because of the COVID-19 pandemic, we created a novel digital course on the Moodle learning platform for winter term in 2020. In the clinical pathology course (CPC) with hematological content, third-year students were able to work independently on 10 extra digital cases of internal medicine involving eight different animal species as a compensation for the reduction in traditional microscopy exercises. Each case presented was initiated using an anamnesis, also the participants to generate a differential blood count based on digitized leukocytes, previously been photographed using a microscope camera. The cases were successive and increased in complexity, for example through the increase in the number of different cell types to be differentiated. The participants had the opportunity to evaluate the course through a final module to rate user-friendliness and acceptance. The total results of the participants in 2021 were analyzed descriptively, focusing on success rates, time spent on the tasks, and number of attempts. A total of 237 (= 96%) of 247 students completed all cases, each assessing 1033 photographed blood cells in sum. The mean processing time was 22.48 min for a differentiation and the students spent an average of 1.48 attempts on it. A voluntary feedback form was completed by 192 (= 78%) students, with more than 95% rating the course positively in 12 evaluation questions, and 29 of 33 comments (= 87.88%) providing positive statements in a comment box. Suggestions for improvement primarily included more explanations on erythrocyte morphologies, followed by adjusting the difficulty level and improving the presentational set-up. Slight improvements in results, time spent on processing the tasks, and the number of attempts indicated an achievement of routine and confidence during the course and were associated with an increase of competency. The positive feedback showed a high acceptance of the digital format and students evaluated the course as improving the quality of teaching when combined with practical exercises.

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Teaching clinical practical and communication skills of the clinical skills lab of the University of Veterinary Medicine Hannover, Foundation, Germany during the COVID-19 pandemic

Cited by 5 publications

References 1 publication

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Impact of COVID‐19 on student attainment and pedagogical needs when undertaking independent scientific research

Teaching clinical hematology and leukocyte differentiation in veterinary medicine using virtual patients

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