Twelve Tips for COVID-19 friendly learning design in medical education

Reyna, Jorge

doi:10.15694/mep.2020.000103.1

Cited by 59 publications

(69 citation statements)

References 66 publications

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“…[ 13 ] The effect of current pandemic has an enduring transformation on medical education and will likely to have long-lasting repercussions on student learning. The academic leadership has been placed under tremendous pressure in terms of delivery, access, and assessment of courses; [ 1 – 4 , 11 – 17 ] while simultaneously preserving the principles of integrity, equity and inclusiveness, fairness, ethics, and safety [ 18 ]. The unprecedented use of online pedagogy as an emergency measure during COVID-19 period, with an adaptation to the “new normal” to deliver preclinical medical education, has brought both challenges and opportunities to medical education [ 16 , 19 – 22 ].…”

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

confidence: 99%

“…To create a conducive learning environment (Internet access, dedicated space) to deliver a “forced home learning” has also been a challenge for both staff and students [ 1 , 11 , 13 – 15 ]. Physical (e.g., lack of social interaction and outdoor activity) and psychological wellbeing of both students and staff is of great concern [ 13 – 15 , 24 ].…”

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

confidence: 99%

“…Implications for educators now include increased responsibility; a need to alter teaching style, curriculum planning, and assessment strategies; more meaningful and continuous communication; and better preparedness to not only challenge learners of the digital age [ 1 , 2 , 14 , 33 , 34 , 41 ] but also to obtain “deeper learning” and “apply knowledge in the clinical context” [ 22 ]. However, due to the “immersive nature of medical education,” medical educators should find innovative ways to have face-to-face teaching alongside online delivery [ 11 ]. Novel and authentic assessment strategies are required where students can develop a set of graduate attributes or “soft skills” (e.g., communication skills, reflective practice, group work, and collaboration) and demonstrate understanding and application of the relevant basic science knowledge required for clinical phase [ 11 ].…”

Section: Future Directionsmentioning

confidence: 99%

“…Medical education in the last two decades has seen the extensive implementation of evidence-based teaching with the adaptation of new learning strategies supported by digital technology [ 7 – 11 ]. Technology-based medical curriculum was found to be more effective than the traditional approach and was well-received by medical fraternities [ 7 – 12 ].…”

Section: Introductionmentioning

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: Future Directionsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

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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“…In our study a need emerged for combining DL with other forms of education. This is in harmony with Reyna 2020 to use ipped learning as friendly learning design to develop lifelong learning skills (17).…”

Section: Curriculum and Logistics Tensionmentioning

confidence: 78%

Model for Utilizing Distance Learning post COVID-19 using (PACT)™ A Cross Sectional Qualitative Study

Ahmed

Hegazy

Malak

et al. 2020

Preprint

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BackgroundCOVID -19 pandemic pressured medical schools globally to shift to Distance learning (DL) as an alternative way to ensure that the content delivered is satisfactory for student progression.Aim of the workThis work aims at mapping priorities for post-COVID planning for better balance between distance learning and face to face learning.MethodsThis qualitative study aimed to develop a model for utilizing DL using The Polarity Approach for Continuity and Transformation (PACT)™. A virtual mapping session was held with 79 faculty from 19 countries. They worked in small groups to determine upsides and downsides of face-to-face and DL subsequently. An initial polarity map was generated identifying five tension areas; Faculty, Students, Curriculum, Social aspects and Logistics. A 63-item assessment tool was generated based on this map, piloted and then distributed as a self-administered assessment. The outcomes of this assessment were utilized for another mapping session to discuss warning signs and action steps to maintain upsides and avoid downsides of each pole.ResultsParticipants agreed that face-to-face teaching allows them to inspire students and have meaningful connections with them. They also agreed that DL provides a good environment for most students. However, students with financial challenges and special needs may not have equal opportunities to access technology. As regards social issues, participants agreed that face-to-face learning provides a better chance for professionalism through enhanced team-work. Cognitive, communication and clinical skills are best achieved in face-to-face. Participants agreed that logistics for conducting DL are much more complicated when compared to face-to-face learning. Participants identified around 10 warning signs for each method that need to be continuously monitored in order to minimize the drawbacks of over focusing on one pole at the expense of the other. Action steps were determined to ensure optimized use of in either method.ConclusionIn order to plan for the future, we need to understand the dynamics of education within the context of polarities. Educators need to understand that the choice of DL, although was imposed as a no-alternative solution during the COVID era, yet it has always existed as a possible alternative and will continue to exist after this era. The value of polarity mapping and leveraging allows us to maximize the benefit of each method and guide educators' decisions to minimize the downsides for the good of the learning process.

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Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

Thom

Kimble

Qua

et al. 2021

Anatomical Sciences Ed

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In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula to online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (± SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post-hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06 / 5.00 for the class of 2023 and 3.57 / 5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η 2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.

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Twelve Tips for COVID-19 friendly learning design in medical education

Cited by 59 publications

References 66 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

Model for Utilizing Distance Learning post COVID-19 using (PACT)™ A Cross Sectional Qualitative Study

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

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