Literature DB >> 33733055

Transforming University of California, Irvine medical physiology instruction into the pandemic era.

Javier J Lepe1,2, Arina Alexeeva2,3, Joseph A Breuer2,3, Milton L Greenberg2,3,4.   

Abstract

At the University of California, Irvine, School of Medicine (UCISOM), the COVID-19 pandemic is accelerating the transition of face-to-face didactic lectures to online platforms. Institutions nationwide have opted to transition their lectures into remote instruction for the upcoming Fall 2020 academic year. UCISOM's pre-clerkship Medical Immunology course in the Spring 2020 serves as a template for other medical courses to successfully transform lecture content into virtual presentations. To help facilitate successful large-scale transition to online courses, UCI developed institutional support and implemented a Division of Teaching Excellence and Innovation (DTEI) Fellowship and iMedEd programs to support medical educators throughout Summer. Previously developed E-learning modules for renal and acid-base physiology serve as the foundation for novel pulmonary E-learning modules at UCISOM. In preparation for the new academic year, in a collaboration between faculty, UCISOM's top performing second-year medical students (MS2s) and DTEI fellows worked together during the summer to transition UCISOM's Medical Physiology and Pathophysiology course online. With over 100 first-year medical students attending the Medical Physiology course over live synchronous Zoom instruction, formative and summative assessments were incorporated into Canvas modules along with peer-led review sessions and new E-learning modules to educate and monitor student progress. The course will maintain existing in-person active learning activities for students to get hands-on experience using the latest medical devices while maintaining social distancing. Successful transition to online medical education at UCISOM will depend on increasing use of formative assessments, increased utilization of peer-led review sessions, and efficient communication to help foster self-directed learning. ©2020 The Authors. FASEB BioAdvances published by The Federation of American Societies for Experimental Biology.

Entities:  

Keywords:  COVID‐19; E‐learning modules; formative assessments; medical physiology; self‐directed learning; undergraduate medical education

Year:  2020        PMID: 33733055      PMCID: PMC7944870          DOI: 10.1096/fba.2020-00082

Source DB:  PubMed          Journal:  FASEB Bioadv        ISSN: 2573-9832


  9 in total

1.  Interactive computer-assisted instruction in acid-base physiology for mobile computer platforms.

Authors:  Kenneth J Longmuir
Journal:  Adv Physiol Educ       Date:  2014-03       Impact factor: 2.288

2.  Medical Student Education in the Time of COVID-19.

Authors:  Suzanne Rose
Journal:  JAMA       Date:  2020-06-02       Impact factor: 56.272

3.  "We Signed Up for This!" - Student and Trainee Responses to the Covid-19 Pandemic.

Authors:  Thomas H Gallagher; Anneliese M Schleyer
Journal:  N Engl J Med       Date:  2020-04-08       Impact factor: 91.245

4.  A preference for peers over faculty: implementation and evaluation of medical student-led physiology exam review tutorials.

Authors:  Emily H Frisch; Param Bhatter; Logan W Grimaud; Ekaterina Tiourin; Julie H Youm; Milton L Greenberg
Journal:  Adv Physiol Educ       Date:  2020-12-01       Impact factor: 2.288

5.  Medical Education 2020-Charting a Path Forward.

Authors:  Marianne Green; Diane B Wayne; Eric G Neilson
Journal:  JAMA       Date:  2019-09-10       Impact factor: 56.272

6.  Can Covid Catalyze an Educational Transformation? Competency-Based Advancement in a Crisis.

Authors:  Mary Ellen J Goldhamer; Martin V Pusic; John Patrick T Co; Debra F Weinstein
Journal:  N Engl J Med       Date:  2020-06-16       Impact factor: 91.245

Review 7.  E-learning for health professionals.

Authors:  Alberto Vaona; Rita Banzi; Koren H Kwag; Giulio Rigon; Danilo Cereda; Valentina Pecoraro; Irene Tramacere; Lorenzo Moja
Journal:  Cochrane Database Syst Rev       Date:  2018-01-21

8.  A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education.

Authors:  Krishna Regmi; Linda Jones
Journal:  BMC Med Educ       Date:  2020-03-30       Impact factor: 2.463

9.  Medical students: what educational resources are they using?

Authors:  Lucinda Wynter; Annette Burgess; Eszter Kalman; Jack Edward Heron; Jane Bleasel
Journal:  BMC Med Educ       Date:  2019-01-25       Impact factor: 2.463

  9 in total
  3 in total

1.  Assessment of the effectiveness of BOPPPS-based hybrid teaching model in physiology education.

Authors:  Xiao-Yu Liu; Chunmei Lu; Hui Zhu; Xiaoran Wang; Shuwei Jia; Ying Zhang; Haixia Wen; Yu-Feng Wang
Journal:  BMC Med Educ       Date:  2022-03-30       Impact factor: 2.463

2.  Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study

Authors:  Alexandra Camille Greb; Emma Altieri; Irene Masini; Emily Helena Frisch; Milton Leon Greenberg
Journal:  J Educ Eval Health Prof       Date:  2022-06-20

3.  A Preference for Peers over Faculty in the Pandemic Era: Development and Evaluation of a Medical Student-led Virtual Physiology Exam Review.

Authors:  Arina Alexeeva; Abigail R Archibald; Joseph A Breuer; Milton L Greenberg
Journal:  Med Sci Educ       Date:  2021-12-02
  3 in total

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