The impact of COVID-19 on the undergraduate medical curriculum

Sandhu, Preeti; Wolf, Maisie de

doi:10.1080/10872981.2020.1764740

Cited by 339 publications

(318 citation statements)

References 2 publications

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“…During this challenging time, the academic leadership presented guidelines/protocols to conduct course delivery and assessment in a remote environment which were found to be helpful for students and staff [ 16 – 19 ]. Medical schools and faculty utilized novel methods of delivering education, which need to be adopted much earlier to teach “adult learners” [ 28 , 29 ]. Online delivery of courses has the potential to enhance student engagement, geographical accessibility, and synchronous/asynchronous learning and assessment [ 12 , 18 , 19 , 24 , 29 ].…”

Section: Impact Challenges and Opportunities Of Covid-19 On Preclinmentioning

confidence: 99%

“…Many medical schools have worked to transform pedagogy by increasing online lectures of basic medical sciences, using technology to replace and enhance basic sciences and laboratory teaching, and implementing online formative and summative assessments [ 14 – 16 , 18 – 22 ]. Online lectures, flipped lectures, videos, virtual simulators, webcasting, online chatrooms, and other technologies and simulation-based teaching modalities have been used to teach preclinical courses [ 18 – 22 , 25 , 28 ]. Small group teaching in virtual team settings are found to be effective, even for some laboratory science and practical training contents [ 22 , 28 ].…”

Section: Impact Challenges and Opportunities Of Covid-19 On Preclinmentioning

confidence: 99%

“…Online lectures, flipped lectures, videos, virtual simulators, webcasting, online chatrooms, and other technologies and simulation-based teaching modalities have been used to teach preclinical courses [ 18 – 22 , 25 , 28 ]. Small group teaching in virtual team settings are found to be effective, even for some laboratory science and practical training contents [ 22 , 28 ]. For example, a recent study showed that fourteen medical schools in the UK and Republic of Ireland used technology to teach and assess anatomy in medical students (Table 1 ) [ 16 ].…”

Section: Impact Challenges and Opportunities Of Covid-19 On Preclinmentioning

confidence: 99%

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Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

Gaur

Majumder

et al. 2020

SN Compr. Clin. Med.

242

206

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COVID-19 pandemic has disrupted face-to-face teaching in medical schools globally. The use of remote learning as an emergency measure has affected students, faculty, support staff, and administrators. The aim of this narrative review paper is to examine the challenges and opportunities faced by medical schools in implementing remote learning for basic science teaching in response to the COVID-19 crisis. We searched relevant literature in PubMed, Scopus, and Google Scholar using specific keywords, e.g., “COVID-19 pandemic,” “preclinical medical education,” “online learning,” “remote learning,” “challenges,” and “opportunities.” The pandemic has posed several challenges to premedical education (e.g., suspension of face-to-face teaching, lack of cadaveric dissections, and practical/laboratory sessions) but has provided many opportunities as well, such as the incorporation of online learning in the curriculum and upskilling and reskilling in new technologies. To date, many medical schools have successfully transitioned their educational environment to emergency remote teaching and assessments. During COVID-19 crisis, the preclinical phase of medical curricula has successfully introduced the novel culture of “online home learning” using technology-oriented innovations, which may extend to post-COVID era to maintain teaching and learning in medical education. However, the lack of hands-on training in the preclinical years may have serious implications on the training of the current cohort of students, and they may struggle later in the clinical years. The use of emergent technology (e.g., artificial intelligence for adaptive learning, virtual simulation, and telehealth) for education is most likely to be indispensable components of the transformative change and post-COVID medical education.

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Section: Impact Challenges and Opportunities Of Covid-19 On Preclinmentioning

confidence: 99%

Section: Impact Challenges and Opportunities Of Covid-19 On Preclinmentioning

confidence: 99%

Section: Impact Challenges and Opportunities Of Covid-19 On Preclinmentioning

confidence: 99%

See 1 more Smart Citation

Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

Gaur

Majumder

et al. 2020

SN Compr. Clin. Med.

242

206

View full text Add to dashboard Cite

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“…The results of this study showed that the mean of ve subscales of effective e-learning, including quality of content, effective interaction, supporting systems, the management of virtual classes and management of the motivations was in the medium range. Although many universities in the world started to use platforms such as Zoom for online education, that made the interaction between students and teacher easier [8], the majority of medical universities in Iran relied on virtual education using a website called NAVID that was not feasible for mutual interaction. In NAVID system teachers were able to record their voice on slides and put those slides on the website.…”

Section: Discussionmentioning

confidence: 99%

The views of medical students about e-learning during pandemic of COVID-19 in Iran

Afshari

Abedi

Eslami

et al. 2020

Preprint

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Background: Iran affected by coronavirus since early March 2020 and all schools and universities were closed. Medical universities of Iran introduced e-learning system in late March 2020. The aim of this study was to evaluate the views of universities’ students about e-learning.Method: This was a cross-sectional study in which 600 medical students in medical universities of Iran were recruited. A questionnaire included 54 questions was used to collect data. The views of medical students on five subscales including quality of content, effective interactions, the supporting system, virtual class management, and motivation management were measured. Data analyzed using Mann-Whitney U test, Kruskal–Wallis test and the Spearman correlation coefficient.Results: The scores of quality of content, effective interaction, supporting systems, the management of virtual classes and management of the motivations were 20.42±7.12, 22.55±8.16, 7.47± 2.89, 12.66 ± 4.43, and 17.26 ± 5.70 respectively. These scores show that the mean of five subscales was in the medium range. Participants with moderate computer skill, high-speed internet and very good access got more score in all five subscales of e-learning (p<0.0001). Time had a reverse correlation with quality of content, and positive correlation with management of virtual system and management of motivation. The costs only showed a reverse correlation with effective interaction (P<0.05).Conclusion: The results of this study showed that Iranian medical students had some challenges with e-learning such as high volume of content presented by professors, lack of interaction with professors, weak supporting system, weak management of e-learning system and low motivation. It seems that Iranian e-learning system for the optimal use, should be upgraded and professors and students should receive adequate training in this regard.

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“…At the same time where online PAL is highly needed and desired instructional tool, it has its own challenges as well (10). The desire to make online PAL as an effective instructional tool in future, the study has explored these challenges.…”

Section: Discussionmentioning

confidence: 99%

Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

Nisar¹,

Mahboob

Khan

et al. 2020

Preprint

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Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

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The impact of COVID-19 on the undergraduate medical curriculum

Cited by 339 publications

References 2 publications

Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

Challenges and Opportunities of Preclinical Medical Education: COVID-19 Crisis and Beyond

The views of medical students about e-learning during pandemic of COVID-19 in Iran

Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

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