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Wang W, Li G, Lei J. The impact of COVID-19 on medical students. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc10. [PMID: 38504857 PMCID: PMC10946210 DOI: 10.3205/zma001665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 10/07/2023] [Accepted: 11/29/2023] [Indexed: 03/21/2024]
Abstract
Objective The outbreak of COVID-19 has disrupted social order and placed a heavy burden on the healthcare system. The pandemic also has an unprecedented impact on medical students. Methods We searched PubMed for articles related to COVID-19 and medical students from January 2020 to December 2022. A total of 5358 studies were retrieved and after screening, 176 studies were finally included in this review. Results The impact of COVID-19 on medical students is widespread and profound. First reflected in the transformation of educational models. In the early days, education model quickly shifted from offline to online. In terms of clinical exposure, most students have been suspended from internships, while in some areas with staff shortages they have the opportunity to continue clinical work. Scientific research of medical students is also difficult to carry out due to COVID-19. The epidemic has also seriously damaged students' mental health, and this impact won't simply disappear with the improvement of the epidemic situation. The career intentions of medical students may also become firmer or change due to COVID-19. International medical electives have also been negatively affected by COVID-19 due to travel restriction. Even in the postpandemic era, with the gradual resumption of work, production and school, medical students are still affected in some ways by COVID-19. Conclusion The COVID-19 pandemic has had a profound impact on both the education of medical students and their personal development. Through COVID-19, we should reflect on what models of medical education should be developed in the future. Based on the experiences learned from COVID-19, we believe that a more flexible blended education model may be the most promising.
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Affiliation(s)
- Wenwen Wang
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Genpeng Li
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Jianyong Lei
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
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Na SJ, Yoon BY, Yeo S. The change of the COVID-19 pandemic on medical education in Korea: a national survey of medical schools. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:349-361. [PMID: 38062682 PMCID: PMC10704045 DOI: 10.3946/kjme.2023.272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 08/18/2023] [Accepted: 09/08/2023] [Indexed: 12/18/2023]
Abstract
PURPOSE This study aims to investigate how medical schools in Korea managed their academic affairs and student support in response to the coronavirus disease 2019 (COVID-19) pandemic and their plans for the post-COVID-19 era. METHODS An online survey was conducted, and a link to a questionnaire was distributed to all the administrators of the 40 medical schools in Korea. The final analysis data involved responses from 33 medical schools and 1,342 students. Frequency analysis, cross-tabulation analysis, Fisher's exact test, and one-way analysis of variance were applied for statistical analysis. RESULTS Regarding instruction methods, most medical schools in Korea transitioned from in-person learning to video-on-demand learning (51.5%) and real-time online learning (42.4%). Among the school leaders, 36.4% planned to continue offering online classes combined with in-person classes beyond the end of the pandemic. Among the students, the online class concentration and participation score was 3.0 points or lower, but the class understanding score was 3.6 points, above a moderate level. CONCLUSION Students cited the shorter times needed to attend school and being able to take classes repeatedly as advantages of online classes, and over one-third of medical schools intended to continue with a hybrid of in-person and online learning even after the COVID-19 pandemic restrictions end.
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Affiliation(s)
- Seung-Joo Na
- Department of Medical Education, CHA University School of Medicine, Pocheon, Korea
| | - Bo Young Yoon
- Department of Internal Medicine, Inje University College of Medicine, Busan, Korea
| | - Sanghee Yeo
- Department of Medical Humanities and Medical Education, School of Medicine, Kyungpook National University, Daegu, Korea
- Kyungpook National University Hospital, Daegu, Korea
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Thomae AV, Rogge AA, Helmer SM, Icke K, Witt CM. Development, Implementation, and Evaluation of an e-Learning in Integrative Oncology for Physicians and Students Involving Experts and Learners: Experiences and Recommendations. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:805-812. [PMID: 35776378 PMCID: PMC9247929 DOI: 10.1007/s13187-022-02189-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 06/01/2022] [Indexed: 06/02/2023]
Abstract
In this project, an e-Learning program for complementary and integrative medicine in oncology was systematically developed, implemented, and evaluated in a stepwise procedure. Learning objectives and content were defined within the KOKON project network, considering the educational competencies for integrative oncology. To design a valuable e-Learning, experts were involved in all relevant steps of the process, as well as stakeholders from various target groups (undergraduates: medicine students, postgraduates: oncology physicians). We used mixed methods including quantitative surveys, progress tests, and qualitative focus groups. The developed e-Learning program led to a significant measurable knowledge gain about complementary and integrative medicine. In parallel, physicians and students were subjectively satisfied with the training. For the majority of e-Learning elements, the needs of both target groups are comparable. Furthermore, both groups emphasized the value of formative assessment tools for gaining knowledge. From the various surveys and experiences collected in this project, we derive recommendations for others developing e-Learning programs.
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Affiliation(s)
- Anita V Thomae
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Sonneggstrasse 6, 8091, Zurich, Switzerland.
| | - Alizé A Rogge
- Department of Psychosomatic Medicine, Center for Internal Medicine and Dermatology, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117, Berlin, Germany
| | - Stefanie M Helmer
- Institute for Health and Nursing Science, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 13353, Berlin, Germany
| | - Katja Icke
- Institute for Social Medicine, Epidemiology, and Health Economics, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117, Berlin, Germany
| | - Claudia M Witt
- Institute for Complementary and Integrative Medicine, University Hospital Zurich and University of Zurich, Sonneggstrasse 6, 8091, Zurich, Switzerland
- Institute for Social Medicine, Epidemiology, and Health Economics, Charité - Universitätsmedizin Berlin, Corporate Member of Freie Universität Berlin and Humboldt-Universität zu Berlin, 10117, Berlin, Germany
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Papan C, Schmitt M, Becker SL. Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study. JMIR MEDICAL EDUCATION 2023; 9:e39680. [PMID: 36848212 PMCID: PMC10012015 DOI: 10.2196/39680] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/18/2022] [Revised: 01/12/2023] [Accepted: 01/13/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The COVID-19 pandemic has imposed unprecedented hurdles on health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge of transferring knowledge remotely. OBJECTIVE We sought to evaluate the effects of a web-based medical microbiology course on learning outcomes and student perceptions. METHODS During the summer term of 2020, medical students at Saarland University, Germany, participated in a web-based medical microbiology course. Teaching content comprised clinical scenarios, theoretical knowledge, and instructive videos on microbiological techniques. Test performance, failure rate, and student evaluations, which included open-response items, for the web-based course were compared to those of the on-site course from the summer term of 2019. RESULTS Student performance was comparable between both the online-only group and the on-site comparator for both the written exam (n=100 and n=131, respectively; average grade: mean 7.6, SD 1.7 vs mean 7.3, SD 1.8; P=.20) and the oral exam (n=86 and n=139, respectively; average grade: mean 33.6, SD 4.9 vs mean 33.4, SD 4.8; P=.78). Failure rate did not significantly differ between the online-only group and the comparator group (2/84, 2.4% vs 4/120, 3.3%). While lecturer expertise was rated similarly as high by students in both groups (mean 1.47, SD 0.62 vs mean 1.27, SD 0.55; P=.08), students who took the web-based course provided lower scores for interdisciplinarity (mean 1.7, SD 0.73 vs mean 2.53, SD 1.19; P<.001), opportunities for interaction (mean 1.46, SD 0.67 vs mean 2.91, SD 1.03; P<.001), and the extent to which the educational objectives were defined (mean 1.61, SD 0.76 vs mean 3.41, SD 0.95; P<.001). Main critiques formulated within the open-response items concerned organizational deficits. CONCLUSIONS Web-based courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to on-site courses. The lack of interaction and the sustainability of acquired manual skills warrant further research.
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Affiliation(s)
- Cihan Papan
- Center for Infectious Diseases, Institute of Medical Microbiology and Hygiene, Saarland University, Homburg, Germany
- Institute for Hygiene and Public Health, University Hospital Bonn, Bonn, Germany
| | - Monika Schmitt
- Center for Infectious Diseases, Institute of Medical Microbiology and Hygiene, Saarland University, Homburg, Germany
| | - Sören L Becker
- Center for Infectious Diseases, Institute of Medical Microbiology and Hygiene, Saarland University, Homburg, Germany
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Balmer DF, Anderson H, West DC. Program Evaluation in Health Professions Education: An Innovative Approach Guided by Principles. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2023; 98:204-208. [PMID: 36205490 PMCID: PMC9855724 DOI: 10.1097/acm.0000000000005009] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/16/2023]
Abstract
PROBLEM Program evaluation approaches that center the achievement of specific, measurable, achievable, realistic, and time-bound goals are common in health professions education (HPE) but can be challenging to articulate when evaluating emergent programs. Principles-focused evaluation is an alternative approach to program evaluation that centers on adherence to guiding principles, not achievement of goals. The authors describe their innovative application of principles-focused evaluation to an emergent HPE program. APPROACH The authors applied principles-focused evaluation to the Children's Hospital of Philadelphia Medical Education Collaboratory, a works-in-progress program for HPE scholarship. In September 2019, the authors drafted 3 guiding principles. In May 2021, they used feedback from Collaboratory attendees to revise the guiding principles: Advance Excellence , Build Bridges , and Cultivate Learning . OUTCOMES In July 2021, the authors queried participants about the extent to which their experience with the Collaboratory adhered to the revised guiding principles. Twenty of the 38 Collaboratory participants (53%) responded to the survey. Regarding the guiding principle Advance Excellence , 9 respondents (45%) reported that the Collaboratory facilitated engagement in scholarly conversation only by a small extent, and 8 (40%) reported it facilitated professional growth only by a small extent. Although some respondents expressed positive regard for the high degree of rigor promoted by the Collaboratory, others felt discouraged because this degree of rigor seemed unachievable. Regarding the guiding principle Build Bridges , 19 (95%) reported the Collaboratory welcomed perspectives within the group. Regarding the guiding principle Cultivate Learning , 19 (95%) indicated the Collaboratory welcomed perspectives within the group and across disciplines, and garnered collaboration. NEXT STEPS Next steps include improving adherence to the principle of Advancing Excellence , fostering a shared mental model of the Collaboratory's guiding principles, and applying a principles-focused approach to the evaluation of multi-site HPE programs.
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Affiliation(s)
- Dorene F. Balmer
- D.F. Balmer is professor, Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, and director of research on education, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0001-6805-4062
| | - Hannah Anderson
- H. Anderson is research associate, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania
| | - Daniel C. West
- D.C. West is professor and associate chair for education, Department of Pediatrics, Perelman School of Medicine at the University of Pennsylvania, and senior director of medical education, Children’s Hospital of Philadelphia, Philadelphia, Pennsylvania; ORCID: http://orcid.org/0000-0002-0909-4213
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Aredo JV, Ding JB, Lai CH, Trimble R, Bromley-Dulfano RA, Popat RA, Shieh L. Implementation and evaluation of an elective quality improvement curriculum for preclinical students: a prospective controlled study. BMC MEDICAL EDUCATION 2023; 23:66. [PMID: 36703204 PMCID: PMC9879619 DOI: 10.1186/s12909-023-04047-0] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/08/2022] [Accepted: 01/20/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Quality improvement (QI) is a systematic approach to improving healthcare delivery with applications across all fields of medicine. However, exposure to QI is minimal in early medical education. We evaluated the effectiveness of an elective QI curriculum in teaching preclinical health professional students foundational QI concepts. METHODS This prospective controlled cohort study was conducted at a single academic institution. The elective QI curriculum consisted of web-based video didactics and exercises, supplemented with in-person classroom discussions. An optional hospital-based QI project was offered. Assessments included pre- and post-intervention surveys evaluating QI skills and beliefs and attitudes, quizzes, and Quality Improvement Knowledge Application Tool-Revised (QIKAT-R) cases. Within-group pre-post and between-group comparisons were performed using descriptive statistics. RESULTS Overall, 57 preclinical medical or physician assistant students participated under the QI curriculum group (N = 27) or control group (N = 30). Twenty-three (85%) curriculum students completed a QI project. Mean quiz scores were significantly improved in the curriculum group from pre- to post-assessment (Quiz 1: 2.0, P < 0.001; Quiz 2: 1.7, P = 0.002), and the mean differences significantly differed from those in the control group (Quiz 1: P < 0.001; Quiz 2: P = 0.010). QIKAT-R scores also significantly differed among the curriculum group versus controls (P = 0.012). In the curriculum group, students had improvements in their confidence with all 10 QI skills assessed, including 8 that were significantly improved from pre- to post-assessment, and 4 with significant between-group differences compared with controls. Students in both groups agreed that their medical education would be incomplete without a QI component and that they are likely to be involved in QI projects throughout their medical training and practice. CONCLUSIONS The elective QI curriculum was effective in guiding preclinical students to develop their QI knowledge base and skillset. Preclinical students value QI as an integral component of their medical training. Future directions involve evaluating the impact of this curriculum on clinical clerkship performance and across other academic institutions.
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Affiliation(s)
- Jacqueline V Aredo
- Stanford University School of Medicine, Stanford, CA, USA.
- Department of Medicine, University of California, San Francisco, 505 Parnassus Avenue, San Francisco, CA, 94143, USA.
| | - Jack B Ding
- Adelaide Medical School, University of Adelaide, Adelaide, Australia
| | - Cara H Lai
- Stanford University School of Medicine, Stanford, CA, USA
| | | | | | - Rita A Popat
- Department of Epidemiology & Population Health, Stanford University School of Medicine, Stanford, CA, USA
| | - Lisa Shieh
- Division of Hospital Medicine, Department of Medicine, Stanford University School of Medicine, Stanford, CA, USA
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Rashid M, Nguyen J, Foulds JL, Forgie SE. Exploring Virtual Teaching Approaches Among Pediatricians During the SARS-CoV-2 Pandemic: A Virtual Ethnographic Study. THE JOURNAL OF CONTINUING EDUCATION IN THE HEALTH PROFESSIONS 2023; 43:12-20. [PMID: 36849428 DOI: 10.1097/ceh.0000000000000449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
INTRODUCTION During the SARS-CoV-2 pandemic, Canadian postsecondary institutions were forced to rely on online teaching to comply with physical distancing recommendations. This sole reliance on virtual methods to deliver synchronous teaching sessions in medical education was novel. We found little empirical research examining pediatric educators' experiences. Hence, the objective of our study was to describe and gain a deeper understanding of pediatric educators' perspectives, focusing on the research question, "How is synchronous virtual teaching impacting and transforming teaching experiences of pediatricians during a pandemic?" METHODS A virtual ethnography was conducted guided by an online collaborative learning theory. This approach used both interviews and online field observations to obtain objective descriptions and subjective understandings of the participants' experiences while teaching virtually. Pediatric educators (clinical and academic faculty) from our institution were recruited using purposeful sampling and invited to participate in individual phone interviews and online teaching observations. Data were recorded and transcribed, and a thematic analysis was conducted. RESULTS Fifteen frontline pediatric teachers from our large Canadian research-intensive university were recruited. Four main themes, with subthemes, emerged: (1) the love/hate relationship with the virtual shift; (2) self-imposed pressure to increase virtual engagement; (3) looking back, moving forward; (4) accelerated adaptation and enhanced collaboration. CONCLUSION Pediatricians adopted new delivery methods quickly and found many efficiencies and opportunities in this shift. Continued use of virtual teaching will lead to increased collaboration, enhanced student engagement strategies, and blending the advantages of virtual and face-to-face learning.
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Affiliation(s)
- Marghalara Rashid
- Dr. Rashid: Research Scientist, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada. Ms. Nguyen: Teaching Assistant, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada. Dr. Foulds: Assistant Professor, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada. Dr. Forgie: Chair, Department of Paediatrics, University of Alberta, Edmonton, Alberta, Canada
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Goudarzi H, Onozawa M, Takahashi M. Future career plans of medical students and the COVID-19 pandemic: Time to recover? J Gen Fam Med 2022; 24:JGF2591. [PMID: 36718287 PMCID: PMC9878047 DOI: 10.1002/jgf2.591] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/07/2022] [Revised: 10/05/2022] [Accepted: 10/13/2022] [Indexed: 11/09/2022] Open
Abstract
In 2019 and before the COVID-19 pandemic, about 68% of our medical students in Japan wished to engage in academic activities abroad. However, in 2020 and during the pandemic, this percentage fell to 35%. We found a significant increase in the number of students wishing to go abroad for studies/training in 2021 than in 2020, taking the percentage to the prepandemic level in 2019.
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Affiliation(s)
- Houman Goudarzi
- Faculty of Medicine and Graduate School of Medicine, Center for Medical Education and International RelationsHokkaido UniversitySapporoJapan
| | - Masahiro Onozawa
- Clinical Training CenterHokkaido University HospitalSapporoJapan
| | - Makoto Takahashi
- Faculty of Medicine and Graduate School of Medicine, Center for Medical Education and International RelationsHokkaido UniversitySapporoJapan
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The Challenges of Modular Learning in the Wake of COVID-19: A Digital Divide in the Philippine Countryside Revealed. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12070449] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
The coronavirus pandemic (COVID-19) is a global health crisis that has affected educational systems worldwide. North Eastern Mindanao State University (NEMSU), a typical countryside academic institution in the Southern Philippines, did not escape this dilemma. The advent of remote learning to continue the students’ learning process has caused difficulties for both the students and the educational institutions. Thus, we conducted this study to assess the students’ level of submission of assigned tasks from printed remote learning modular materials under the College of Teacher Education of NEMSU. We evaluated whether the distance of students’ residences to the campus or the nearest online learning facilities affects the level of modular task retrievals. We also determined the current situation, challenges, and struggles of the students with remote learning. Our results showed that out of 392 printed learning modules sent to Bachelor of Elementary Education (BEED) students, 299 or 76% were retrieved. There were also 292 Bachelor of Secondary Education (BSED) students who received the learning modules, and 237, or 81%, complied with their tasks. We found that 68% of the total number of students reside within a <30 km radius, while 32% were within a 30–40 km radius. We also found that the distance of their residences from the NEMSU campus slightly affected the percentage of modular learning material retrievals for both the BEED and BSED students, with R2 = 0.38 and R2 = 0.07, respectively. Nonstructured interview results showed that most students were constrained by many challenges and struggles in complying with the tasks. These include internet connectivity problems, inadequate learning resources, difficulty understanding the module contents and assessment instructions, overloaded remote learning tasks, poor learning environment, and mental health problems. This study also revealed that the country’s digital divide became more apparent as we navigated this new mode of the remote learning system.
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Plackett R, Kassianos AP, Mylan S, Kambouri M, Raine R, Sheringham J. The effectiveness of using virtual patient educational tools to improve medical students' clinical reasoning skills: a systematic review. BMC MEDICAL EDUCATION 2022; 22:365. [PMID: 35550085 PMCID: PMC9098350 DOI: 10.1186/s12909-022-03410-x] [Citation(s) in RCA: 10] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/26/2021] [Accepted: 04/19/2022] [Indexed: 06/10/2023]
Abstract
BACKGROUND Use of virtual patient educational tools could fill the current gap in the teaching of clinical reasoning skills. However, there is a limited understanding of their effectiveness. The aim of this study was to synthesise the evidence to understand the effectiveness of virtual patient tools aimed at improving undergraduate medical students' clinical reasoning skills. METHODS We searched MEDLINE, EMBASE, CINAHL, ERIC, Scopus, Web of Science and PsycINFO from 1990 to January 2022, to identify all experimental articles testing the effectiveness of virtual patient educational tools on medical students' clinical reasoning skills. Quality of the articles was assessed using an adapted form of the MERSQI and the Newcastle-Ottawa Scale. A narrative synthesis summarised intervention features, how virtual patient tools were evaluated and reported effectiveness. RESULTS The search revealed 8,186 articles, with 19 articles meeting the inclusion criteria. Average study quality was moderate (M = 6.5, SD = 2.7), with nearly half not reporting any measurement of validity or reliability for their clinical reasoning outcome measure (8/19, 42%). Eleven articles found a positive effect of virtual patient tools on reasoning (11/19, 58%). Four reported no significant effect and four reported mixed effects (4/19, 21%). Several domains of clinical reasoning were evaluated. Data gathering, ideas about diagnosis and patient management were more often found to improve after virtual patient use (34/47 analyses, 72%) than application of knowledge, flexibility in thinking and problem-solving (3/7 analyses, 43%). CONCLUSIONS Using virtual patient tools could effectively complement current teaching especially if opportunities for face-to-face teaching or other methods are limited, as there was some evidence that virtual patient educational tools can improve undergraduate medical students' clinical reasoning skills. Evaluations that measured more case specific clinical reasoning domains, such as data gathering, showed more consistent improvement than general measures like problem-solving. Case specific measures might be more sensitive to change given the context dependent nature of clinical reasoning. Consistent use of validated clinical reasoning measures is needed to enable a meta-analysis to estimate effectiveness.
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Affiliation(s)
- Ruth Plackett
- Department of Applied Health Research, UCL, 1-19 Torrington Place, London, WC1E 6BT, UK.
| | - Angelos P Kassianos
- Department of Applied Health Research, UCL, 1-19 Torrington Place, London, WC1E 6BT, UK
| | - Sophie Mylan
- Department of Global Health and Development, London School of Hygiene and Tropical Medicine, London, England
| | | | - Rosalind Raine
- Department of Applied Health Research, UCL, 1-19 Torrington Place, London, WC1E 6BT, UK
| | - Jessica Sheringham
- Department of Applied Health Research, UCL, 1-19 Torrington Place, London, WC1E 6BT, UK
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Tri Sakti AM, Mohd Ajis SZ, Azlan AA, Kim HJ, Wong E, Mohamad E. Impact of COVID-19 on School Populations and Associated Factors: A Systematic Review. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2022; 19:ijerph19074024. [PMID: 35409707 PMCID: PMC8997877 DOI: 10.3390/ijerph19074024] [Citation(s) in RCA: 4] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Revised: 03/09/2022] [Accepted: 03/09/2022] [Indexed: 12/19/2022]
Abstract
Apart from the severe impact on public health and well-being, the chain effect resulting from the COVID-19 health crisis is a profound disruption for various other sectors, notably in education. COVID-19 has driven massive transformation in many aspects of the educational landscape, particularly as teaching and learning shifted online due to school closure. Despite the many impacts of the health crises on school populations, a systematic review regarding this particular issue has yet to be conducted. This study, therefore, attempts to comprehensively review the impact of health crises on school populations (student, teacher, parent, and school administration). An extensive literature search guided by the Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) reporting checklist was performed in two selected databases, namely Web of Science (WoS) and Scopus to identify how this particular topic was previously studied. Exclusion and inclusion criteria were set to ensure that only research papers written in English from the year 2000 to the present (April 2021) were included. From a total of 457 studies screened, only 41 of them were deemed eligible to be included for qualitative synthesis. The findings revealed that the COVID-19 pandemic was the only health crisis discussed when it comes to investigating the impact of health crises on school populations. This study found four notable consequences of health crises on school populations, which are impacts on mental health, teaching and learning, quality of life, and physical health. Among factors associated with the impact of the health crises are; demographic factors, concerns about the pandemic, education-related factors, health-related factors, geographic factors, economic concerns, teaching challenges, and parenting in the pandemic. This study is expected to be a reference for future works in formulating crises mitigation strategies to reduce the impact of health crises on schools by exploring the contexts of the crises.
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Affiliation(s)
- Andi Muhammad Tri Sakti
- Centre for Research in Media and Communication, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia; (A.M.T.S.); (E.M.)
- UKM x UNICEF Communication for Development Centre in Health, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia;
- Faculty of Communication Science, Mercu Buana University, Jakarta 11650, Indonesia
| | - Siti Zaiton Mohd Ajis
- UKM x UNICEF Communication for Development Centre in Health, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia;
| | - Arina Anis Azlan
- Centre for Research in Media and Communication, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia; (A.M.T.S.); (E.M.)
- UKM x UNICEF Communication for Development Centre in Health, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia;
- Correspondence: ; Tel.: +60-38-9215-456
| | - Hyung Joon Kim
- UNICEF Malaysia Country Office, Putrajaya 62100, Malaysia; (H.J.K.); (E.W.)
| | - Elizabeth Wong
- UNICEF Malaysia Country Office, Putrajaya 62100, Malaysia; (H.J.K.); (E.W.)
| | - Emma Mohamad
- Centre for Research in Media and Communication, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia; (A.M.T.S.); (E.M.)
- UKM x UNICEF Communication for Development Centre in Health, Faculty of Social Sciences and Humanities, Universiti Kebangsaan Malaysia, Bangi 43600, Malaysia;
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Baticulon RE, Sy JJ, Alberto NRI, Baron MBC, Mabulay REC, Rizada LGT, Tiu CJS, Clarion CA, Reyes JCB. Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. MEDICAL SCIENCE EDUCATOR 2021; 31:615-626. [PMID: 33649712 PMCID: PMC7904236 DOI: 10.1007/s40670-021-01231-z] [Citation(s) in RCA: 73] [Impact Index Per Article: 24.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/01/2021] [Indexed: 05/14/2023]
Abstract
INTRODUCTION In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. METHODS The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. RESULTS Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. DISCUSSION Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01231-z.
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Affiliation(s)
- Ronnie E. Baticulon
- Department of Anatomy, University of the Philippines College of Medicine, Manila, Philippines
- Division of Neurosurgery, Department of Neurosciences, Philippine General Hospital, Manila, Philippines
| | - Jinno Jenkin Sy
- University of the Philippines College of Medicine, Manila, Philippines
| | | | | | | | | | | | - Charlie A. Clarion
- Section of Pulmonary Medicine, Department of Internal Medicine, Philippine General Hospital, University of the Philippines, Manila, Philippines
| | - John Carlo B. Reyes
- National Institutes of Health, University of the Philippines Manila, Manila, Philippines
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