Marc Kidess1, Sebastian C Schmid1, Sebastian Pollak1, Jürgen E Gschwend1, Pascal O Berberat2, Michael E Autenrieth3. 1. Klinik und Poliklinik für Urologie, Universitätsklinikum rechts der Isar, Technische Universität München, Ismaninger Straße 22, 81675, München, Deutschland. 2. TUM Medical Education Center, Fakultät für Medizin, Universitätsklinikum rechts der Isar, Technische Universität München, München, Deutschland. 3. Klinik und Poliklinik für Urologie, Universitätsklinikum rechts der Isar, Technische Universität München, Ismaninger Straße 22, 81675, München, Deutschland. michael.autenrieth@tum.de.
Abstract
BACKGROUND AND INTRODUCTION: The COVID-19 pandemic presents the challenge for medical education to teach practical skills without practical training. To provide an alternative to hands-on training during the COVID-19 lockdown, we created a virtual curriculum to teach practical skills using videos combined with online exams on a virtual e‑learning platform. The goal was to convey different theoretical and practical aspects of urology. MATERIALS AND METHODS: The videos were produced by department employees using a predefined concept. The students had access to the virtual curriculum via the university's Moodle e‑learning platform. To assess the success of training, participating students had to pass an online exam about the curriculum's contents, followed by an evaluation of the course. RESULTS: A total of 164 participants took part in the virtual curriculum. The overall evaluation and feedback was very positive. The acceptance of the virtual alternative to hands-on teaching was high. DISCUSSION: The virtual curriculum offered a fast and contactless alternative to the regular hands-on teaching.
BACKGROUND AND INTRODUCTION: The COVID-19 pandemic presents the challenge for medical education to teach practical skills without practical training. To provide an alternative to hands-on training during the COVID-19 lockdown, we created a virtual curriculum to teach practical skills using videos combined with online exams on a virtual e‑learning platform. The goal was to convey different theoretical and practical aspects of urology. MATERIALS AND METHODS: The videos were produced by department employees using a predefined concept. The students had access to the virtual curriculum via the university's Moodle e‑learning platform. To assess the success of training, participating students had to pass an online exam about the curriculum's contents, followed by an evaluation of the course. RESULTS: A total of 164 participants took part in the virtual curriculum. The overall evaluation and feedback was very positive. The acceptance of the virtual alternative to hands-on teaching was high. DISCUSSION: The virtual curriculum offered a fast and contactless alternative to the regular hands-on teaching.
Entities:
Keywords:
Evaluation; Hands-on training; Practical training; Video
Authors: Axel Lechner; Stefan P Haider; Benedikt Paul; Pablo F F Escrihuela Branz; Axelle Felicio-Briegel; Magdalena Widmann; Johanna Huber; Ursula Stadlberger; Martin Canis; Florian Schrötzlmair; Kariem Sharaf Journal: J Pers Med Date: 2022-05-12