Bita Shahrvini1, Sally L Baxter2,3, Charles S Coffey4, Bridget V MacDonald1, Lina Lander5,6. 1. School of Medicine, University of California at San Diego, La Jolla, California, USA. 2. Viterbi Family Department of Ophthalmology and Shiley Eye Institute, University of California San Diego, La Jolla, CA, USA. 3. Health Sciences Department of Biomedical Informatics, University of California San Diego, La Jolla, CA, USA. 4. Department of Surgery, Division of Otolaryngology/ Head and Neck Surgery, University of California San Diego, La Jolla, California, USA. 5. Department of Family Medicine and Public Health, University of California San Diego, La Jolla, CA, USA. linalander@health.ucsd.edu. 6. Division of Medical Education, School of Medicine, University of California San Diego, 9500 Gilman Drive, MC-0606, La Jolla, CA, 92093-0606, USA. linalander@health.ucsd.edu.
Abstract
BACKGROUND: The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. METHODS: A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. RESULTS: Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. CONCLUSIONS: Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.
BACKGROUND: The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. METHODS: A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. RESULTS: Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. CONCLUSIONS: Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.
Entities:
Keywords:
COVID-19; Distance learning; Medical education; Pre-clinical; Remote learning
Authors: P G McMenamin; J McLachlan; A Wilson; J M McBride; J Pickering; D J R Evans; A Winkelmann Journal: Med Teach Date: 2018-09-28 Impact factor: 3.650
Authors: Shashidhar Venkatesh; Yeshwanth K Rao; Haleagrahara Nagaraja; Torres Woolley; Faith O Alele; Bunmi S Malau-Aduli Journal: Med Princ Pract Date: 2019-12-05 Impact factor: 1.927
Authors: Lina Lander; Sally L Baxter; Gary L Cochran; Helena E Gali; Kristen Cook; Thomas Hatch; Regan Taylor; Linda Awdishu Journal: JMIR Med Educ Date: 2020-06-12
Authors: Marjorie D Wenrich; Molly B Jackson; Ineke Wolfhagen; Paul G Ramsey; Albert J J Scherpbier Journal: BMC Med Educ Date: 2013-06-03 Impact factor: 2.463