I am having trouble keeping up with virtual teaching activities: Reflections in the COVID-19 era

Machado, Renato Assis; Bonan, Paulo Rogério Ferreti; Pérez, Danyel Elias da Cruz; Martelli, Daniella Reis Barbosa; Martelli‐Júnior, Hercílio

doi:10.6061/clinics/2020/e1945

Cited by 25 publications

(29 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…A significant number of published studies indicated that a major disadvantage of virtual teaching is technical difficulties [11,15,18,21,22,25,27,29,30,37,38,42,44]. On further analysis of the technical difficulties experienced by students, several different challenges to virtual teaching arose.…”

Section: Principal Weaknesses Of Virtual Teachingmentioning

confidence: 99%

“…Other technical challenges included difficulties establishing a reliable internet connection [11,18,27,30,38,42], problems with hardware and software for virtual learning platforms [21,42], problems relating to internet speed and quality [22,37], and problems with audio and video playback [25]. Moreover, a study by Machado et al [15] reported that virtual learning platforms may become overloaded due to the sheer number of students accessing the materials; overload of a platform stops the platform from working and hinders student learning [15].…”

Section: Principal Weaknesses Of Virtual Teachingmentioning

confidence: 99%

“…The transition to virtual teaching via the use of web-based medical education platforms presents its own individual disadvantages. Studies by Machado et al [15] and Atreya et al [18] reported the hardships of maintaining focus and concentration whilst sitting in front of a screen. Similarly, Lee et al [13] found that without academic input, students were more likely to have ineffective learning strategies, poor motivation, and reduced communication.…”

Section: Principal Weaknesses Of Virtual Teachingmentioning

confidence: 99%

See 2 more Smart Citations

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

Wilcha¹

2020

JMIR Med Educ

316

299

View full text Add to dashboard Cite

Background In December 2019, COVID-19 emerged and rapidly spread worldwide. Transmission of SARS-CoV-2, the virus that causes COVID-19, is high; as a result, countries worldwide have imposed rigorous public health measures, such as quarantine. This has involved the suspension of medical school classes globally. Medical school attachments are vital to aid the progression of students’ confidence and competencies as future physicians. Since the outbreak of COVID-19, medical schools have sought ways to replace medical placements with virtual clinical teaching. Objective The objective of this study was to review the advantages and disadvantages of virtual medical teaching for medical students during the COVID-19 pandemic based on the current emerging literature. Methods A brief qualitative review based on the application and effectiveness of virtual teaching during the COVID-19 pandemic was conducted by referencing keywords, including medical student virtual teaching COVID-19, virtual undergraduate medical education, and virtual medical education COVID-19, in the electronic databases of PubMed and Google Scholar. A total of 201 articles were found, of which 34 were included in the study. Manual searches of the reference lists of the included articles yielded 5 additional articles. The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms.

show abstract

Section: Principal Weaknesses Of Virtual Teachingmentioning

confidence: 99%

Section: Principal Weaknesses Of Virtual Teachingmentioning

confidence: 99%

Section: Principal Weaknesses Of Virtual Teachingmentioning

confidence: 99%

See 1 more Smart Citation

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

Wilcha¹

2020

JMIR Med Educ

316

299

View full text Add to dashboard Cite

show abstract

“…Other authors have also identified this second problem regarding the volume of available resources: Mukhopadhyay et al 2 recently reviewed the online educational resources for pathology trainees and found a huge number, including digital pathology tools, social media platforms, whole slide imaging collections, and online courses and lectures, that trainees and educators have to navigate. Machado et al 3 wrote a letter to the editor titled ''I Am Having Trouble Keeping Up With Virtual Teaching Activities'' and calling for creation of a structured curriculum to maintain high quality of medical education. To address these problems, and in an effort to minimize disruption in learning and also continue clinical services, we created and rapidly implemented a hybrid curriculum for our pathology trainees that combined in-house and remote work.…”

Section: Covid-19-related Problems That Influenced Design Of the Hybrmentioning

confidence: 99%

Transition From a Standard to a Hybrid On-Site and Remote Anatomic Pathology Training Model During the Coronavirus Disease 2019 (COVID-19) Pandemic

Chin

Kwon

Gan

et al. 2020

Archives of Pathology &Amp; Laboratory Medicine

View full text Add to dashboard Cite

Context: As teaching hospitals institute social distancing and defer non-emergent procedures to cope with the coronavirus disease 2019 (COVID-19) pandemic, the need for daily onsite presence, unless necessary has been reduced for all medical staff including trainees. Pathology training programs must adapt to these changes to ensure overall safety without significantly compromising training and educational mission of the institution. Objective: To describe the hybrid on-site and remote anatomic pathology training model in response to the COVID-19 pandemic, which was implemented in our pathology department and report the clinical fellows' responses to the survey about their experiences. Design: The hybrid model was implemented March 25, 2020. Fellows alternate weekly between working on-site and working remotely. On-site, fellows wear personal protective equipment and maintain social distancing. Remotely, fellows use digital pathology to review cases and supplement with online educational activities. Virtual “coffee breaks,” meditation, and exercise are part of the curriculum. Online platforms, including WebEx, Google Classroom, and Canvas, are used to continue educational activities. The survey was open May 19 through June 8. Results: Twenty-eight of the 29 clinical fellows (96%) responded. Many of the respondents indicated substantial increase in their skill with using digital pathology and online platforms during the pandemic. The top most helpful resources were the United States and Canadian Academy of Pathology Interactive Microscopy courses (22/23=91% of clinical fellows found very or somewhat helpful), ExpertPath (19/23=82%), the College of American Pathologists virtual learning series (18/23=78%), the World Health Organization Blue Books (16/23=70%), the American Society of Cytopathology webinars (14/23=61%), and our institutional digital slide collection (12/23=52%). Conclusions: Hybrid on-site and remote training can maximize anatomic pathology learning opportunities while maintaining the safety of trainees, hospital personnel, and the community.

show abstract

“…Furthermore, despite the remote format, educators prioritized maintaining students’ training quality as well as their interest and commitment. Educators also had difficulty adapting to the available information and communication technology, as many professors experienced some trouble mastering this mode of teaching ( 7 , 8 , 11 ).…”

mentioning

confidence: 99%

COVID-19 pandemic: Challenges and advances in the Physical Therapy, Speech-Language-Hearing Science, and Occupational Therapy undergraduate programs in Brazil

Samelli

Matas

Nakagawa

et al. 2020

Clinics

View full text Add to dashboard Cite

I am having trouble keeping up with virtual teaching activities: Reflections in the COVID-19 era

Cited by 25 publications

References 3 publications

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review

Transition From a Standard to a Hybrid On-Site and Remote Anatomic Pathology Training Model During the Coronavirus Disease 2019 (COVID-19) Pandemic

COVID-19 pandemic: Challenges and advances in the Physical Therapy, Speech-Language-Hearing Science, and Occupational Therapy undergraduate programs in Brazil

Contact Info

Product

Resources

About