The COVID-19 pandemic: time for medical teachers and students to overcome grief

Tempski, Patrícia Zen; Danila, Arthur Hirschfeld; Arantes-Costa, Fernanda Magalhães; Siqueira, María Elisa Pereira Bastos de; Torsani, Matheus Belloni; Martins, Mílton A.

doi:10.6061/clinics/2020/e2206

Cited by 21 publications

(33 citation statements)

References 3 publications

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“…COVID 19 pandemic affected medical education worldwide and is likely to leave lasting changes [1]. Technologically novel methods of teaching have ensured the continuation of medical education during pandemic times [2].…”

Section: Introductionmentioning

confidence: 99%

Concerns and confidences expressed by teaching staff about the shift of medical education to online mode in South India during the COVID 19 pandemic

2020

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Background: Online education is prevalent in the country since the beginning of the 21st century. The outbreak of COVID-19, the government declared lockdown, and subsequent closing of institutions was unexpected, and it forced medical colleges to launch online programs for undergraduate courses. Due to the sudden shifting to online mode, most teaching staff members face the challenges of lacking online teaching experience, early preparation, or support from educational technology teams. This institution was in touch with the teachers and students through online mode, enquiring about their welfare and wellness. The present study focuses on concerns and confidences presented by the medical teaching staff on online medical education. Method: This study was conducted at Jubilee Mission Medical College & Research Institute, a medical college in central Kerala in south India. This institution conducted online classes for undergraduate (UG) medical students through Google classroom and YouTube platforms. There was 186 teaching staff from 21 departments involved in undergraduate (MBBS) teaching in this Institute. In this study, we collected information from the teaching staff about the online classes that they handled. A 27-point survey form was designed using a Google survey and mailed to them. The responses were collected in a week. The data collected was analyzed. Result: Fifty-one members responded. All responding teachers preferred regular classroom teaching due to the provision for better teacher-student interaction. However, one-third of respondents wanted the continuation of online classes, even after resuming classroom teaching. Out of 51 responses, 24 teachers graded the success of the programs more than 90%. The major suggestions received for further improvement of the program were that the departments provided their hardware and software, centralized online sessions for practical purposes, and collected regular feedback from students. Conclusion: The successes of our online teaching programs were limited to didactic teaching only. It could not replace the actual patient examination in a clinical setting, which involves communication skills and emotional relationships. This adversary must be converted into an opportunity to develop e-learning programs. This pandemic should open our eyes, so we learn from it and be better prepared for the future.

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Section: Introductionmentioning

confidence: 99%

Concerns and confidences expressed by teaching staff about the shift of medical education to online mode in South India during the COVID 19 pandemic

2020

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“… [ [83] , [84] , [85] , [86] ] 14 Best dental practice •Teledentistry is a cost-effective way to remotely communicates with the patient. •It is a better way to improve communication by discussing in the online platform •These technologies seem the best tool for virtual meetings and practices [ [87] , [88] , [89] ] 15 Teaching and education •Holography is a better tool for the teaching, learning and training process •This helps to improve the planning of the entire treatment process •Technology like virtual reality can provide better information to the doctors and patient •Doctors can now visualise patient dentistry data in 3D form [ [90] , [91] , [92] , [93] , [94] ] 16 Patient record keeping for future learning •Digital technologies used in Dentistry 4.0 is used to save patient record with their detailed profile •This helps to improve the outcome during treatment in future [ [95] , [96] , [97] ] 17 Craniofacial fracture detection •AI is used to detect the fracture in the mouth and other hard tissues •It is better used to assess risk and prediction of patient outcomes [ [98] , [99] , [100] , [101] ] 18 Robotics enabled surgery •Robotic technology is introduced in dentistry to perform surgery •This technology improves performance during total knee and hip replacement •It is superior to other conventional technique which reduces blood loss and time while performing an operation [ [102] , [103] , [104] , …”

Section: Strengthening the Dental Education And Treatment Ways During Covid-19 Pandemic Using Dentistry 40 Strategiesmentioning

confidence: 99%

Pedagogy and innovative care tenets in COVID-19 pandemic: An enhancive way through Dentistry 4.0

Javaid

Haleem

Singh

et al. 2021

Sensors International

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The global oral healthcare sector has now woken to implement Dentistry 4.0. The implementation of this revolution is feasible with extensive digital and advanced technologies applications and the adoption of new sets of processes in dentistry & its support areas. COVID-19 has bought new challenges to dental professionals and patients towards their customised requirements, regular dental health checkups, fast-paced and safe procedures. People are not visiting the dentist even for mild cases as they fear COVID-19 infection. We see that this set of technologies will help improve health education and treatment process and materials and minimise the infection. During the COVID-19 pandemic, there is a need to understand the possible impact of Dentistry 4.0 for education and innovative care. This paper discusses the significant benefits of Dentistry 4.0 technologies for the smart education platform and dentistry treatment. Finally, this article identifies twenty significant enhancements in dental education and effective care platforms during the COVID-19 pandemic by employing Dentistry 4.0 technologies. Thus, proper implementation of these technologies will improve the process efficiency in healthcare during the COVID-19 pandemic. Dentistry 4.0 technologies drive innovations to improve the quality of internet-connected healthcare devices. It creates automation and exchanges data to make a smart health care system. Therefore, helps better healthcare services, planning, monitoring, teaching, learning, treatment, and innovation capability. These technologies moved to smart transportation systems in the hospital during the COVID-19 Pandemic. Modern manufacturing technologies create digital transformation in manufacturing, optimises the operational processes and enhances productivity.

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“…Interestingly, in Thailand, implementation of the VM platform with test‐enhanced learning was associated with improved laboratory test scores, decreased failure rates, and increased high score rate (Lee et al, 2021). Important to note that online laboratory classes also grant effectiveness and uninterruptedness to the learning process while going through difficult times, such as the Covid‐19 pandemic (Chinelatto et al, 2020; Tempski et al, 2020). Indeed, it has already been postulated that in the near future, microscopy course may be offered remotely only, with students and professors sitting at their computers wherever they would like to be (Paulsen et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

Virtual Microscopy as a Learning Tool in Brazilian Medical Education

Santos

Osako

Perdoná

et al. 2021

Anatomical Sciences Ed

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Virtual microscopy (VM) is a widely used teaching method in Medical Education in many developed countries. In Brazil, however, this is not the case for most medical schools, considering Brazilian social inequality and uneven access to technology. Recently, the Covid-19 pandemic has also challenged Universities to seek and make a transition toward more effective methods of full-time online education. Thus, the main goal of this work was to verify student's perception and academic performance, assessed upon VM implementation in a Brazilian Medical School. Ribeirao Preto Medical School students answered a 26-question survey with regards to optical microscopy (OM) and VM. Academic performance was compared between participants that were (year of 2019) or were not (year of 2015) exposed to VM. Taken the results together, subjective impressions such as handling, suitability, learning effectiveness, and pleasure using the tools, have shown a higher score for virtual microscopy (median = 29), when compared to optical microscopy (median = 24) with a P-value < 0.001 by Wilcoxon rank test, upon measurement using an ordinal scale. Regarding academic performance, no statistically significant differences were found between groups (P-value = 0.38, Cohen's d = 0.19). Therefore, VM proved to be adequate to the Brazilian medical education in light of Brazilian social contexts and Covid-19 pandemic. Anat Sci Educ 14: 408-416.

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The COVID-19 pandemic: time for medical teachers and students to overcome grief

Cited by 21 publications

References 3 publications

Concerns and confidences expressed by teaching staff about the shift of medical education to online mode in South India during the COVID 19 pandemic

Concerns and confidences expressed by teaching staff about the shift of medical education to online mode in South India during the COVID 19 pandemic

Pedagogy and innovative care tenets in COVID-19 pandemic: An enhancive way through Dentistry 4.0

Virtual Microscopy as a Learning Tool in Brazilian Medical Education

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