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Journal ArticleDOI

Pedagogical strategies in medical education to the challenges of Covid-19: scoping review

TL;DR: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines.
Abstract: Introduction: The challenges brought by the continuity of the university teaching-learning process in the face of the measures to combat the pandemic of COVID-19 made the debate on the use of information and communication technologies (ICT) in medical education more important Several strategies were used by teachers worldwide to continue their teaching activities Objective: to investigate the strategies and uses of ICT in medical education in the face of the COVID-19 pandemic Method: Five databases were systematically assessed, using the terms “COVID-19”, “medical education”, “higher education” and “students”, in Portuguese, English and Spanish, resulting in 321 initial citations, with 18 final references after applying the inclusion and exclusion criteria Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams Conclusion: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines There was also concern about the impacts of using ICT to replace the in-person presence of students in medical learning environments

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Journal ArticleDOI
TL;DR: Since medical education was not properly pursued before the COVID-19 pandemic and the necessary infrastructures are lacking in this area, designing and implementing such programs could bring about fundamental challenges in several countries, thereby decreasing their success rate.
Abstract: Context: Since the onset of the COVID-19 pandemic, there have been numerous higher education challenges. Medical universities have been urged to dispel students from educational and clinical settings and led them toward virtual education. This sudden transition has been accompanied by multiple challenges. Objectives: The present study aimed to evaluate the challenges of virtual medical education in the COVID-19 pandemic. Study Selection: This systematic review was performed by reviewing the current literature on the research subject and the studies conducted in this regard during March 2019 to April 2021 by searching via five key search engines and databases, including Google Scholar, ScienceDirect, PubMed, Scopus, and ERIC. Results: In total, 23 studies were assessed, and different virtual education challenges in medical universities were classified into three categories of structural challenges, student-related challenges, and teacher-related challenges. In addition, strategies were proposed for overcoming the identified challenges. Conclusions: Since medical education was not properly pursued before the COVID-19 pandemic and the necessary infrastructures are lacking in this area, designing and implementing such programs could bring about fundamental challenges in several countries (especially developing and low-income countries), thereby decreasing their success rate. On the other hand, the coronavirus crisis could be an opportunity to identify the weaknesses, shortcomings, and infrastructural deficiencies in e-learning and address these issues effectively.

6 citations

Posted ContentDOI
07 Mar 2022-medRxiv
TL;DR: Remote teaching was valued, and learning was achieved, but the comparative effectiveness of virtual versus in-person teaching is less clear.
Abstract: Background Education delivery in higher education institutions was severely affected by the COVID-19 pandemic, with emergency remote teaching developed and adapted promptly for the circumstances. This rapid review investigated the effectiveness of alternative education delivery strategies during the pandemic for medical, dental, nursing and pharmacy students, to help plan and adapt further education provision. Methods We included 23 primary studies in undergraduate education, all published in 2020-2021, no relevant UK-based or postgraduate studies were found. Included studies comprised 10 single cohort descriptive; 11 comparative descriptive; and two RCTs. There was considerable variability in terms of students, type of distance learning, platforms used and outcome measures. Results In medicine (n=14), self-reported competency and confidence, and demonstrable suturing skills were achieved through participating in remote learning. However, lower levels of knowledge were obtained by students who received virtual or blended learning compared to in-person teaching (low-very low confidence). Using bespoke interactive platforms in undergraduate medical training was superior to standard video (low confidence) or textbook presentations (very low confidence). In dentistry (n=2), remote learning led to knowledge gained (low confidence), but self-reported practical and interpersonal skills were lower with remote rather than in-person learning (very low confidence). In nursing (n=3), remote learning, when compared to in-person, resulted in similar knowledge and self-reported competency levels (very low confidence) pre-COVID, but confidence was higher when learning or assessment was conducted virtually (low confidence). In pharmacy (n=4), virtual learning was associated with higher skills, but lower knowledge compared to in-person, pre-COVID; self-reported competency and confidence scores were similar between the two groups (very low confidence). Conclusions Remote teaching was valued, and learning was achieved, but the comparative effectiveness of virtual versus in-person teaching is less clear. Supplementary alternative or in-person practical sessions may be required post-emergency to address learning needs for some disadvantaged student groups.

2 citations

Journal ArticleDOI
TL;DR: In this paper , the authors defined the relevance of online courses for neurology residents in a post-COVID environment and how to improve existing programs and their preference for either online or in-person learning.
Journal ArticleDOI
TL;DR: In this article , the authors used Google Classroom, Blackboard Collaborate, and Zoom to deliver a 7-day online Cardiology Clerkship rotation to UST FMS 4th year students using the synchronous and asynchronous mode of delivery.
Abstract: Background: Corona Virus 2019 (COVID-19) challenged the delivery of medical education and training, especially to the 4th year medical students. Medicine's signature pedagogy, the ward rounds in the hospital, was put on hold in compliance with safety precautions during this pandemic and the Commission on Higher Education’s (CHED) suspension of face-to-face classes in all levels. How the University of Santo Tomas Faculty of Medicine & Surgery (UST FMS) Cardiology Rotation was delivered despite these restrictions is described. Using Google Classroom, Blackboard Collaborate, and Zoom, a 7-day online Cardiology Clerkship rotation was delivered to UST FMS 4th year students (clerks) using the synchronous and asynchronous mode of delivery. It consisted of the following: 1) Cardiovascular (CV) Ward Rotation with 3 cases using Google Classroom's adaptive release to create a vicarious experience of taking care of a patient and doing all the tasks that a clerk is supposed to do; 2) Virtual Ward Rounds by a consultant; 3) Outpatient Department (OPD) / Ambulatory Care Services (ACS) case discussions with a consultant and a 4) Heart Station Rotation for training in electrocardiogram (ECG) interpretation. Conclusion: The advances in technology and software provided just-in-time resources that made possible the creative delivery of Medicine's signature pedagogy. Key words: virtual cardiology rotation, clerkship, signature pedagogy
References
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Journal ArticleDOI
TL;DR: A PRISMA extension for scoping reviews was needed to provide reporting guidance for this specific type of knowledge synthesis and was developed according to published guidance by the EQUATOR (Enhancing the QUAlity and Transparency of health Research) Network for the development of reporting guidelines.
Abstract: Scoping reviews, a type of knowledge synthesis, follow a systematic approach to map evidence on a topic and identify main concepts, theories, sources, and knowledge gaps. Although more scoping reviews are being done, their methodological and reporting quality need improvement. This document presents the PRISMA-ScR (Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews) checklist and explanation. The checklist was developed by a 24-member expert panel and 2 research leads following published guidance from the EQUATOR (Enhancing the QUAlity and Transparency Of health Research) Network. The final checklist contains 20 essential reporting items and 2 optional items. The authors provide a rationale and an example of good reporting for each item. The intent of the PRISMA-ScR is to help readers (including researchers, publishers, commissioners, policymakers, health care providers, guideline developers, and patients or consumers) develop a greater understanding of relevant terminology, core concepts, and key items to report for scoping reviews.

11,709 citations

Journal ArticleDOI
02 Jun 2020-JAMA
TL;DR: The current status of medical education is discussed, how CO VID-19 may affect preclerkship and clerkship learning environments are described, and potential implications of COVID-19 for the future ofmedical education are explored.
Abstract: These are unprecedented times. Although the necessary focus has been to care for patients and communities, theemergenceofsevereacuterespiratorysyndromecoronavirus 2 has disrupted medical education and requires intense and prompt attention from medical educators. The need to prepare future physicians has never been as focused as it is now in the setting of a global emergency. The profound effects of coronavirus disease 2019 (COVID-19) may forever change how future physicians are educated. This pandemic presents practical and logistical challenges and concerns for patient safety, recognizing that students may potentially spread the virus when asymptomatic and may acquire the virus in the course of training. This Viewpoint discusses the current status of medical education, describes how COVID-19 may affect preclerkship and clerkship learning environments, and explores potential implications of COVID-19 for the future of medical education.

1,129 citations

Journal ArticleDOI
TL;DR: The perception of teachers and students regarding its advantages, limitations and recommendations are explored and the use of online learning in medical and dental institutes in Pakistan is supported, considering its various advantages.
Abstract: Objective: During COVID-19 pandemic, the institutions in Pakistan have started online learning. This study explores the perception of teachers and students regarding its advantages, limitations and recommendations.Methods: This qualitative case study was conducted from March to April 2020. Using maximum variation sampling, 12 faculty members and 12 students from University College of Medicine and University College of Dentistry, Lahore were invited to participate. Four focus group interviews, two each with the faculty and students of medicine and dentistry were carried out. Data were transcribed verbatim and thematically analyzed using Atlas Ti.Results: The advantages included remote learning, comfort, accessibility, while the limitations involved inefficiency and difficulty in maintaining academic integrity. The recommendations were to train faculty on using online modalities and developing lesson plan with reduced cognitive load and increased interactivities.Conclusion: The current study supports the use of online learning in medical and dental institutes, considering its various advantages. Online learning modalities encourage student-centered learning and they are easily manageable during this lockdown situation. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2785 How to cite this:Mukhtar K, Javed K, Arooj M, Sethi A. Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. 2020;36(COVID19-S4):COVID19-S27-S31. doi: https://doi.org/10.12669/pjms.36.COVID19-S4.2785 This is an Open Access article distributed under the terms of the Creative Commons Attribution License (http://creativecommons.org/licenses/by/3.0), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

646 citations

Journal ArticleDOI
TL;DR: The AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate tensions of Deploying new technologies usually introduces tensions, and e-learning is no exception.
Abstract: In just a few years, e-learning has become part of the mainstream in medical education. While e-learning means many things to many people, at its heart it is concerned with the educational uses of technology. For the purposes of this guide, we consider the many ways that the information revolution has affected and remediated the practice of healthcare teaching and learning. Deploying new technologies usually introduces tensions, and e-learning is no exception. Some wish to use it merely to perform pre-existing activities more efficiently or faster. Others pursue new ways of thinking and working that the use of such technology affords them. Simultaneously, while education, not technology, is the prime goal (and for healthcare, better patient outcomes), we are also aware that we cannot always predict outcomes. Sometimes, we have to take risks, and 'see what happens.' Serendipity often adds to the excitement of teaching. It certainly adds to the excitement of learning. The use of technology in support of education is not, therefore, a causal or engineered set of practices; rather, it requires creativity and adaptability in response to the specific and changing contexts in which it is used. Medical Education, as with most fields, is grappling with these tensions; the AMEE Guide to e-Learning in Medical Education hopes to help the reader, whether novice or expert, navigate them. This Guide is presented both as an introduction to the novice, and as a resource to more experienced practitioners. It covers a wide range of topics, some in broad outline, and others in more detail. Each section is concluded with a brief 'Take Home Message' which serves as a short summary of the section. The Guide is divided into two parts. The first part introduces the basic concepts of e-learning, e-teaching, and e-assessment, and then focuses on the day-to-day issues of e-learning, looking both at theoretical concepts and practical implementation issues. The second part examines technical, management, social, design and other broader issues in e-learning, and it ends with a review of emerging forms and directions in e-learning in medical education.

499 citations

Journal ArticleDOI
31 Mar 2020-Cureus
TL;DR: The panic in the community is palpable, and many are confused by how to proceed in the wake of COVID-19, so it is therefore also necessary to record and study the full impact of the changes being made.
Abstract: In the wake of the novel coronavirus (COVID-19) pandemic, it is abundantly clear to all the necessity of studying the pathology and widespread health consequences associated with the virus However, what is much less clear is the impact of COVID-19 on medical education Already, faculty and medical students are grappling with the changes that have been made and attempting to consolidate these with their plan of career development Changes that may seem relatively minor in comparison to the global pandemic have the potential to be drastic turning points in the career progression of many As not much is known regarding the long-lasting impact of COVID-19 on medical education, it is therefore also necessary to record and study the full impact of the changes being made The path to entering a successful residency has been predictable for the last few years - do well on Step 1, give conference presentations, go the extra mile in clerkships and shadowing opportunities, and have meaningful non-academic extracurricular activities - all of which designed to best demonstrate a student's knowledge, persistence, collaborative spirit, and dedication to medicine This trajectory has been changed with COVID-19 disrupting routines in hospitals, medical schools and beyond The replacement of in-person classes with online equivalents is an obvious necessity at this time but creates a loss of collaborative experiences that has the potential to be a significant detriment to education Likewise, the cancellation of clerkships, which are necessary for both skill acquisition as well as for relationship building, is a serious issue which students and medical schools must now resolve Many medical students have also lost the opportunity for personal development through conference presentations These presentations play a large role in distinguishing applicants during the residency application process, and therefore these lost opportunities have the potential to be a serious detriment to medical students' career trajectory While implementing technology to help resolve these issues is a unique way to help students to develop these skills, it is now necessary for medical students to demonstrate the same set of skills which they would have previously in a completely new and innovative manner Persistence and adaptability during this time of challenge are attributes that medical students can demonstrate more readily While every student has a personal story of how COVID-19 has impacted their education, there is no question that the impacts of COVID-19 will be felt on an extensive level The panic in the community is palpable, and many are confused by how to proceed in the wake of COVID-19 This is no different for medical students and faculty and the questions that arise regarding medical education and their future careers

437 citations


"Pedagogical strategies in medical e..." refers background in this paper

  • ...“Desafios para o ensino médico anteriores à Covid-19”; 2....

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  • ...Keywords: COVID-19; Higher Education; Medical Education; Distance Learning; Scoping Review....

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  • ...Palavras-chave: Covid-19; Ensino Superior; Educação Médica; Ensino a Distância; Scoping Review....

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  • ...(Continuation) Bibliometric characteristics of the included studies Four key topics were identified in the literature: (1) Challenges for Medical Education prior to Covid-19; (2) Challenges in migration to distance learning; (3) Strategies to overcome challenges related to ICTs; and (4) Strategies for overcoming challenges related to evaluation strategies....

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  • ...Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams....

    [...]