Will Virtual Teaching Continue After the COVID-19 Pandemic?

Silva, Bernardo Marques da

doi:10.20344/amp.13970

Cited by 12 publications

(11 citation statements)

References 0 publications

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“…Upon review of the current literature, it is evident that medical students have a strong passion and determination to learn during the pandemic. Articles written by Sandhu et al [21] and Marques du Silva [31] demonstrated increased class attendance at webinars and positive student feedback of web-based extracurricular lectures. Guadix et al [10] conducted a survey to understand what medical students with an interest in neurosurgery desired from virtual teaching.…”

Section: Principal Strengths Of Virtual Teachingmentioning

confidence: 97%

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

Wilcha¹

2020

JMIR Med Educ

380

328

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Background In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.

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Section: Principal Strengths Of Virtual Teachingmentioning

confidence: 97%

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

Wilcha¹

2020

JMIR Med Educ

380

328

View full text Add to dashboard Cite

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“…The teacher has not only to transmit the concepts, but has also to foster a learning environment in which the concepts explained are also easily learned [45]. Finally, many teachers have first-hand experience of new technologies and are aware of their utility for approaching certain aspects that are often overlooked in traditional teaching, such as creativity and a critical spirit, so they will be very likely, in the future, to incorporate these tools more often in their classes [46]. In short, these experiences can be used in all fields to improve the quality of their teaching.…”

Section: Introductionmentioning

confidence: 99%

The Outbreak of the COVID-19 Pandemic and its Social Impact on Education: Were Engineering Teachers Ready to Teach Online?

Revilla‐Cuesta

Skaf

Varona

et al. 2021

IJERPH

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The major impacts of the COVID-19 pandemic are still affecting all social dimensions. Its specific impact on education is extensive and quite evident in the adaptation from Face-to-Face (F2F) teaching to online methodologies throughout the first wave of the pandemic and the strict rules on lockdown. As lesson formats changed radically, the relevance of evaluating student on-line learning processes in university degrees throughout this period became clear. For this purpose, the perceptions of engineering students towards five specific course units forming part of engineering degree courses at the University of Burgos, Spain, were evaluated to assess the quality of the online teaching they received. Comparisons were also drawn with their perceptions of the F2F teaching of the course units prior to the outbreak of the pandemic. According to the students’ perceptions, the teachers possessed the technical knowledge, the social skills, and the personal capabilities (empathy and understanding of the at times troubled situation of each student) for a very abrupt adaptation of their courses to an online methodology. The shortcomings of the online teaching were related to its particularities and each teacher’s personality traits. Overall, engineering teachers appeared well prepared for a situation of these characteristics and, if similar online teaching scenarios were ever repeated, the quality of engineering teaching appears to be guaranteed.

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“…Across the world, many governments closed educational institutes in an attempt to curb the spread of pandemic. [ 1 ] Educators across countries were put to the task of virtually teaching dentistry, a course that was designed to be taught face to face and which inherently comprises of developing clinical skills. The pandemic led to an abrupt transition from traditional to virtual classrooms.…”

mentioning

confidence: 99%

“…The pandemic led to an abrupt transition from traditional to virtual classrooms. [ 1 2 ] However, the switch to virtual teaching and learning posed challenges to the educators and the students, especially in developing countries. [ 3 ] The availability of internet facilities was a primary challenge, while the development of skills and understanding of available technology were among the others.…”

mentioning

confidence: 99%