Hajime Kasai1,2, Kiyoshi Shikino3,4, Go Saito5, Tomoko Tsukamoto3,4, Yukiko Takahashi5, Ayaka Kuriyama5, Kazuhisa Tanaka6, Misaki Onodera7, Hidetaka Yokoh7, Koichiro Tatusmi5, Ichiro Yoshino6, Masatomi Ikusaka4, Seiichiro Sakao5, Shoichi Ito3,7. 1. Health Professional Development Center, Chiba University Hospital, Chiba, Japan. daikasai6075@yahoo.co.jp. 2. Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan. daikasai6075@yahoo.co.jp. 3. Health Professional Development Center, Chiba University Hospital, Chiba, Japan. 4. Department of General Medicine, Graduate School of Medicine, Chiba University, Chiba, Japan. 5. Department of Respirology, Graduate School of Medicine, Chiba University, Chiba, Japan. 6. Department of General Thoracic Surgery, Graduate School of Medicine, Chiba University, Chiba, Japan. 7. Department of Medical Education, Graduate School of Medicine, Chiba University, Chiba, Japan.
Abstract
BACKGROUND: The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online simulated clinical practice (online-sCP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online-sCP using a learning management system (LMS) and online meeting system facilitated by a supervising physician. METHODS: The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as an outpatient and a student acted as the doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed-method design was implemented. Medical students self-assessed their clinical competence before and after the online-sCP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice. RESULTS: Forty-three students completed the online-sCP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-sCP. Students using sEHR reported significant improvement in writing daily medical records and medical summaries. Students using e-PBL and online-VMI reported significant improvement in medical interviews and counseling. Students also indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities like professionalism than the online-sCP. Eight FGIs were conducted (n = 42). The advantages of online-sCP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-sCP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load). CONCLUSIONS: Online-sCP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.
BACKGROUND: The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online simulated clinical practice (online-sCP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online-sCP using a learning management system (LMS) and online meeting system facilitated by a supervising physician. METHODS: The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as an outpatient and a student acted as the doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed-method design was implemented. Medical students self-assessed their clinical competence before and after the online-sCP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice. RESULTS: Forty-three students completed the online-sCP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-sCP. Students using sEHR reported significant improvement in writing daily medical records and medical summaries. Students using e-PBL and online-VMI reported significant improvement in medical interviews and counseling. Students also indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities like professionalism than the online-sCP. Eight FGIs were conducted (n = 42). The advantages of online-sCP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-sCP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load). CONCLUSIONS: Online-sCP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.
Entities:
Keywords:
Clinical education; Curriculum development/evaluation; Problem-based learning; Qualitative research methods; Quantitative research methods
Authors: Maximiliano Servin-Rojas; Antonio Olivas-Martinez; Michelle Dithurbide-Hernandez; Julio Chavez-Vela; Vera L Petricevich; Ignacio García-Juárez; Alice Gallo de Moraes; Benjamin Zendejas Journal: BMC Med Educ Date: 2022-01-08 Impact factor: 2.463
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