1
|
Visuddho V, Nugraha D, Melbiarta RR, Rimbun R, Purba AKR, Syafa’ah I, Bakhtiar A, Rejeki PS, Romdhoni AC. Predominant aspects of knowledge and practical skills among medical students with online learning during the COVID-19 pandemic era. MEDICAL EDUCATION ONLINE 2023; 28:2182665. [PMID: 36855247 PMCID: PMC9980156 DOI: 10.1080/10872981.2023.2182665] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 05/01/2022] [Revised: 12/23/2022] [Accepted: 02/16/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND Social restrictions due to the COVID-19 pandemic have shifted most learning methods into online courses, especially for medical skills education. However, the effects of online courses on medical skill education amongst medical students are still arguable. The study aims to analyse medical students' knowledge, attitude, practice and satisfaction towards medical skills between online and offline courses. METHOD We performed a case-control study conducted among 533 medical students with online (as a case group, n = 288) and offline courses (as a control group, n = 245). We evaluated three fundamental medical skills, including history taking [HT], lung physical examination [LPE], and heart physical examination [HPE]. We tested the knowledge and skills among students through theory and practical examinations. Students' attitudes and satisfaction were assessed using a validated questionnaire. RESULTS The scores for knowledge and practical skills among the online group were significantly higher (p = 0.016, p = 0.004, respectively). In comparison, the scores for the students' attitudes and satisfaction were substantially lower (p = 0.000, p = 0.003, respectively) compared to the control group. Most of the students in both groups passed the exam (case vs. control = 81.94%; 83.27%, respectively). Males were the only factor associated with a higher rate of passing the examination (OR 0.42, 95% CI [0.27-0.67], p = 0.000). CONCLUSIONS Online learning could be an alternative approach on improving student's knowledge and practice towards medical skill especially amidst COVID-19 pandemic, however further consideration on student's attitude and satisfaction are mandatory to achieve appropriate competence as future general practitioner.
Collapse
Affiliation(s)
- Visuddho Visuddho
- Medical Program, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - David Nugraha
- Medical Program, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | | | - Rimbun Rimbun
- Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Abdul Khairul Rizki Purba
- Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Irmi Syafa’ah
- Department of Pulmonology and Respiratory Medicine, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
| | - Arief Bakhtiar
- Department of Pulmonology and Respiratory Medicine, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
| | - Purwo Sri Rejeki
- Department of Medical Physiology and Biochemistry, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Achmad Chusnu Romdhoni
- Department of Otorhinolaryngology-Head & Neck Surgery, Faculty of Medicine, Universitas Airlangga/Dr. Soetomo General Hospital, Surabaya, Indonesia
| |
Collapse
|
2
|
Taylor TA, Kemp K, Mi M, Lerchenfeldt S. Self-directed learning assessment practices in undergraduate health professions education: a systematic review. MEDICAL EDUCATION ONLINE 2023; 28:2189553. [PMID: 36919556 PMCID: PMC10026772 DOI: 10.1080/10872981.2023.2189553] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/17/2022] [Revised: 03/06/2023] [Accepted: 03/07/2023] [Indexed: 06/18/2023]
Abstract
PURPOSE The goal of this systematic review was to examine self-directed learning (SDL) assessment practices in undergraduate health professions education. METHODS Seven electronic databases were searched (PubMed, Embase, PsycINFO, ERIC, CINAHL, Scopus, and Web of Science) to retrieve English-language articles published between 2015 and July of 2022, investigating assessment of SDL learning outcomes. Extracted data included the sample size, field of study, study design, SDL activity type, SDL assessment method, number of SDL assessments used, study quality, number of SDL components present utilising the framework the authors developed, and SDL activity outcomes. We also assessed relationships between SDL assessment method and number of SDL components, study quality, field of study, and study outcomes. RESULTS Of the 141 studies included, the majority of study participants were medical (51.8%) or nursing (34.8%) students. The most common SDL assessment method used was internally-developed perception surveys (49.6%). When evaluating outcomes for SDL activities, most studies reported a positive or mixed/neutral outcome (58.2% and 34.8%, respectively). There was a statistically significant relationship between both number and type of assessments used, and study quality, with knowledge assessments (median-IQR 11.5) being associated with higher study quality (p < 0.001). Less than half (48.9%) of the studies used more than one assessment method to evaluate the effectiveness of SDL activities. Having more than one assessment (mean 9.49) was associated with higher quality study (p < 0.001). CONCLUSIONS The results of our systematic review suggest that SDL assessment practices within undergraduate health professions education vary greatly, as different aspects of SDL were leveraged and implemented by diverse groups of learners to meet different learning needs and professional accreditation requirements. Evidence-based best practices for the assessment of SDL across undergraduate healthcare professions education should include the use of multiple assessments, with direct and indirect measures, to more accurately assess student performance.
Collapse
Affiliation(s)
- Tracey A.H. Taylor
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Kyeorda Kemp
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Misa Mi
- Medical Library, Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| | - Sarah Lerchenfeldt
- Department of Foundational Medical Studies, Oakland University William Beaumont School of Medicine, Rochester, MI, USA
| |
Collapse
|
3
|
Xu Y, Wang L, Li P, Xu H, Liu Z, Ji M, Luo Z. Exploring the impact of online and offline teaching methods on the cognitive abilities of medical students: a comparative study. BMC MEDICAL EDUCATION 2023; 23:557. [PMID: 37553632 PMCID: PMC10410817 DOI: 10.1186/s12909-023-04549-x] [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] [Received: 04/21/2023] [Accepted: 07/28/2023] [Indexed: 08/10/2023]
Abstract
BACKGROUND Online education has become increasingly popular, but research on the effectiveness of different teaching models in developing cognitive skills is limited. This study investigated the relationship between different teaching models (online and offline) and the development of cognitive skills in clinical medicine students. METHODS Survey data were collected from 2018 entry students who participated in online teaching and 2019 entry students in offline teaching at Xiangya School of Medicine, Central South University. National Quality Open Courses (NQROC) were provided to both groups of students. The study examined the total score of physiology final exam, score of each type of question, and NQROC learning engagement in different score segments under the two teaching models. Non-parametric statistical methods were utilized to analyze the total score of physiology final exam, score of each type of question, and the NQROC learning engagement. Spearman's rank correlation was utilized to analyze the relationship between the score of physiology final exam and the students' NQROC learning engagement. RESULTS The study found no statistically significant difference in the total score, short-answer questions (SAQs) score, and case study questions (CSQs) score between online and offline teaching models. However, the multiple-choice questions (MCQs) score was higher in the online teaching model (Z=-4.249, P < 0.001), suggesting that online teaching may be an effective way to improve lower-order cognitive skills among students. In contrast, low-achieving students had higher total scores (Z=-3.223, P = 0.001) and scores in both MCQs (Z=-6.263, P < 0.001) and CSQs (Z=-6.877, P < 0.001) in the online teaching model. High-achieving students in the online teaching model had higher total scores (Z=-3.001, P = 0.003) and MCQs scores (Z=-5.706, P < 0.001) but lower scores in CSQs (Z=-2.775, P = 0.006). Furthermore, students' NQROC learning engagement was greater in the online teaching model. CONCLUSIONS The results of this study suggested that online teaching was not statistically significantly different from offline in cognitive domains and was more desirable than offline in strengthening lower-order cognitive skills. However, it was important to note that offline teaching may be more effective in reinforcing higher-order cognitive skills among high-achieving students. In conclusion, this study provided important insights into the effectiveness of different teaching models in developing cognitive skills among medical students and highlighted the potential benefits of online teaching in enhancing students' lower-order cognitive skills.
Collapse
Affiliation(s)
- Yangting Xu
- Xiangya School of Medicine, Central South University, Changsha, China
- Shanghai Key Laboratory of Psychotic Disorders, Brain Health Institute, Shanghai Mental Health Center, National Center for Mental Disorders, Shanghai Jiaotong University School of Medicine, Shanghai, China
| | - Lu Wang
- Xiangya School of Pharmacy, Central South University, Changsha, China
| | - Peidi Li
- Xiangya School of Medicine, Central South University, Changsha, China
| | - Hong Xu
- Xiangya School of Medicine, Central South University, Changsha, China
| | - Ziqi Liu
- Xiangya School of Medicine, Central South University, Changsha, China
| | - Ming Ji
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China.
| | - Ziqiang Luo
- Department of Physiology, School of Basic Medicine, Central South University, Changsha, China.
| |
Collapse
|
4
|
Jin HY, Cutumisu M. Predicting pre-service teachers' computational thinking skills using machine learning classifiers. EDUCATION AND INFORMATION TECHNOLOGIES 2023; 28:1-21. [PMID: 36846494 PMCID: PMC9939859 DOI: 10.1007/s10639-023-11642-7] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
Computational thinking (CT) skills of pre-service teachers have been explored extensively, but the effectiveness of CT training has yielded mixed results in previous studies. Thus, it is necessary to identify patterns in the relationships between predictors of CT and CT skills to further support CT development. This study developed an online CT training environment as well as compared and contrasted the predictive capacity of four supervised machine learning algorithms in classifying the CT skills of pre-service teachers using log data and survey data. First, the results show that Decision Tree outperformed K-Nearest Neighbors, Logistic Regression, and Naive Bayes in predicting pre-service teachers' CT skills. Second, the participants' time spent on CT training, prior CT skills, and perceptions of difficulty regarding the learning content were the top three important predictors in this model.
Collapse
Affiliation(s)
- Hao-Yue Jin
- Centre for Research in Applied Measurement and Evaluation, Department of Educational Psychology, Faculty of Education, University of Alberta, 6-102 Education Centre North, Edmonton, T6G 2G5 Canada
| | - Maria Cutumisu
- Centre for Research in Applied Measurement and Evaluation, Department of Educational Psychology, Faculty of Education, University of Alberta, 6-102 Education Centre North, Edmonton, T6G 2G5 Canada
| |
Collapse
|
5
|
Istadi Y, Raharjo TJ, Azam M, Mulyono SE. Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:1423-1438. [PMID: 36452408 PMCID: PMC9704392 DOI: 10.2147/amep.s383274] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/25/2022] [Accepted: 11/05/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUNDS Several academic performance studies during the COVID-19 pandemic on education outside medicine showed varying results. This scoping review aims to identify research trends in medical education that focus on the academic performance of medical students during the COVID-19 pandemic to enable available research to be mapped and summarized, and gaps in research results can be identified. METHODS The authors applied the Arksey and O'Malley framework to conduct the scoping review. This review was conducted from January to 30 May 2022. Comprehensive article searches were conducted on six databases (PubMed, ProQuest, EBSCOhost, ERIC, Science Direct, Google Scholar) using keywords of COVID-19, academic performance, academic achievement, medical education, and medical students. RESULTS A literature search identified 24 publications eligible for analysis. The cohort is the most chosen research design. The publications were only taken from three continents; those were from Asia, America, and Europe. Most of the publications came from the Asian continent, and most of the participants involved in the studies were undergraduates. Eleven out of 24 publications reported on the impact of research before and during the COVID-19 pandemic on academic performance. Six out of 11 studies showed differences in results. Three studies indicated that students achieved lower grades during the COVID-19 pandemic. In contrast, three other studies reported that students got higher grades during the COVID-19 pandemic. Twenty studies reported the influencing factors of the academic performance. CONCLUSION The literatures reported differences in medical students' academic performance before and during the COVID-19 pandemic. Twelve variables affected medical students' academic performance during the COVID-19 pandemic.
Collapse
Affiliation(s)
- Yani Istadi
- Doctoral Program of Education Management, Universitas Negeri Semarang, Semarang, Indonesia
| | - Tri Joko Raharjo
- Doctoral Program of Education Management, Universitas Negeri Semarang, Semarang, Indonesia
| | - Mahalul Azam
- Department of Public Health, Faculty of Sports Science, Universitas Negeri Semarang, Semarang, Indonesia
| | - Sungkowo Edy Mulyono
- Department of Nonformal Education, Faculty of Education Science, Universitas Negeri Semarang, Semarang, Indonesia
| |
Collapse
|
6
|
Atwa H, Shehata MH, Al-Ansari A, Kumar A, Jaradat A, Ahmed J, Deifalla A. Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study. Front Med (Lausanne) 2022; 9:791352. [PMID: 35186989 PMCID: PMC8850343 DOI: 10.3389/fmed.2022.791352] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 01/03/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundCOVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep continuity of education across all academia after suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online and face-to-face learning, and their preference of the mode of learning after the pandemic.MethodsThis is a mixed-method study. Quantitative data was collected through a survey from 194 medical students and 33 faculty members, while qualitative data was collected through two focus group discussions with 9 students and another two with 13 faculty members. Quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. Thematic analysis of qualitative data was used to code, interpret, and make sense of data.ResultsMean scores of responses of faculty members and students were higher for face-to-face and blended learning compared to online learning in all survey statements with statistically significant differences. More than half of the students (53.1%) preferred the face-to-face mode of learning, while most of the faculty members (60.6%) preferred the blended mode of learning. Qualitative analysis identified five themes, namely: “Transforming the way theoretical teaching sessions are given,” “Face-to-face teaching at campus cannot be replaced for some types of education,” “Interaction in online sessions is limited,” “Problems and challenges of online examinations,” and “Technical issues and challenges of online education.” It revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth.ConclusionMedical students and faculty members were in favor of face-to-face and blended modes of learning. However, they perceived online mode of learning as an acceptable adaptation in theoretical teaching and in some clinically oriented teaching including history taking and clinical case discussions. Although face-to-face education in medicine is irreplaceable, the blended mode of learning remains an acceptable and practical solution for the post-COVID era.
Collapse
Affiliation(s)
- Hani Atwa
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- *Correspondence: Hani Atwa ;
| | - Mohamed Hany Shehata
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Family Medicine, Faculty of Medicine, Helwan University, Helwan, Egypt
| | - Ahmed Al-Ansari
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Archana Kumar
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Physiology, Sri Ramachandra Medical College, SRIHER, Chennai, India
| | - Ahmed Jaradat
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Jamil Ahmed
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abdelhalim Deifalla
- Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Human Anatomy and Embryology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| |
Collapse
|