Online learning and COVID-19: a meta-synthesis analysis

Camargo, Cristina Pires; Tempski, Patrícia Zen; Busnardo, Fábio de Freitas; Martins, Mílton de Arruda; Gemperli, Rolf

doi:10.6061/clinics/2020/e2286

Cited by 157 publications

(116 citation statements)

References 13 publications

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“…Histopathology teaching laboratories previously taught in-person in a common assembly room were redesigned for remote teaching via MS Teams to continue progression through the preclinical curriculum. While the most commonly utilized online platforms among institutions transitioning to remote learning during the current pandemic are those of Zoom and Google (Alphabet Inc., Mountain View, CA), 6 neither students nor faculty expressed difficulty accessing or utilizing MS Teams to participate in the laboratories (Figures 6 and 7), and most felt their internet connectivity was sufficiently reliable. About 50% of the students had initially taken fully online courses and most could easily adapt to the online format.…”

Section: Discussionmentioning

confidence: 99%

“…A recent meta-synthesis analytical review of medical educational practices in response to past endemic and epidemic crises similar to the current pandemic reported the importance of faculty innovation and ability to adapt rapidly to implement remote learning platforms. 6 Remote learning, however, has disadvantages as well. Medical students at the University of California at San Diego were polled in March 2020 for their impressions regarding remote learning and perceived preparation for future stages of learning, 18 including USMLE step I and third year clinical clerkships.…”

Section: Theme Frequency (%) Examplementioning

confidence: 99%

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Medical Histopathology Laboratories: Remote Teaching in Response to COVID-19 Pandemic

Sharma

King

Hanson³

et al. 2021

Academic Pathology

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The COVID-19 pandemic required the rapid conversion of medical school curricula to virtual instruction. Prior to the crisis, histopathology teaching laboratories at UT Health San Antonio included completion of an Individual Laboratory Quiz before the laboratory session, a Team Application Exercise released and completed during the laboratory session with guidance from faculty, and a graded Team Laboratory Quiz at the end of the laboratory session. Adaptation of this interactive, in-person activity to a fully online platform included releasing the Team Application Exercise earlier to provide ample time for students to work virtually with their teams, conducting laboratory sessions using Microsoft Teams, with 5 to 6 teams led by a single instructor, and requiring the Team Laboratory Quiz to be taken individually for ensuring quiz security and test integrity. For incentivizing collaboration while completing the Team Application Exercise, the final score was either the student’s individual score on the Team Laboratory Quiz or their team’s average, whichever was higher. Comparison of student scores on the modified Team Laboratory Quiz to Team Laboratory Quiz scores using the earlier laboratory format prior to COVID-19 showed a significant decline; however, scores on other weekly quizzes or examinations were unaffected. Students welcomed the early release of Team Application Exercise and easier access to faculty but indicated that the modified Team Laboratory Quiz decreased peer-teaching and learning experience and increased anxiety. Faculty indicated the loss of personal interaction with students as a major theme. These data suggest that novel pedagogical approaches are required for online histopathology instruction to accommodate differences in learning styles while maintaining the benefits of team collaboration.

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Section: Discussionmentioning

confidence: 99%

Section: Theme Frequency (%) Examplementioning

confidence: 99%

Medical Histopathology Laboratories: Remote Teaching in Response to COVID-19 Pandemic

Sharma

King

Hanson³

et al. 2021

Academic Pathology

View full text Add to dashboard Cite

show abstract

“…There is now a large body of published, peer-reviewed research papers assessing the impacts of the pandemic on university students, the majority of these are surveys investigating topics such as student adaptations to online learning, [9][10][11][12][13][14][15][16] Covid-19 impacts on mental health, 4,5,[17][18][19][20][21][22][23][24][25][26] or less frequently, both of these factors in parallel. [27][28][29][30] Other studies that have taken a broader approach to understand how the pandemic has altered academic, societal, health, lifestyle and behavioural elements of the student experience.…”

mentioning

confidence: 99%

Impacts of the Covid‐19 pandemic on the health of university students

Ihm

Zhang

Vijfeijken

et al. 2021

Health Planning & Management

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The Covid-19 pandemic caused by the novel Sars-CoV-2 coronavirus, has resulted in millions of deaths and disruption to daily life across the globe. University students have been additionally affected by a sudden move to online learning, the closure of campuses and dramatic societal changes that have upended their experiences of higher education. Here we focus on the physical and mental health consequences of the pandemic for this population sector during 2020, and the interdependencies of these impacts.We survey the challenges for infection control on campuses and for monitoring the disease dynamics in student communities. Finally, we explore the psychological and mental health problems that have been exacerbated by the pandemic and evaluate the underlying factors that are most relevant to students.

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“…Given that the graduate students do not need as much tutoring as a kid or teenager, graduate professors do not develop as much stress. The most affected participants were the ones doing online teaching, due to the transformation of in-person teaching to a virtual classroom and the growing demands of the students and schoolwork (1,3,39). Understandably, professionals working more hours (>6 h) tend to develop more stress than the people working 0 to 4 h a day.…”

Section: Discussionmentioning

confidence: 99%

Teaching Anxiety, Stress and Resilience During the COVID-19 Pandemic: Evaluating the Vulnerability of Academic Professionals in Mexico Through the Adapted COVID-19 Stress Scales

Delgado-Gallegos

Padilla‐Rivas

Zúñiga-Violante

et al. 2021

Front. Public Health

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To mitigate the COVID-19 infection, many world governments endorsed the cessation of non-essential activities, such as the school attendance, forcing a shift of the teaching model to the virtual classroom. From this shift, several changes in the teaching paradigm derived, in addition to the COVID-19 pandemic, which could have an impact in academic professional's mental health. In the present work we show the application of a modified version of the adapted COVID-19 stress scales (ACSS) which also included teaching anxiety and preparedness, and resilience for academic professionals in Mexico. These scales were applied during the unprecedented transformation of the education system undergone in the COVID-19 quarantine. Most of the studied variables: gender, age, academic degree, household occupants, having a disease, teaching level, teaching mode, work hours, resilience, teaching anxiety and preparedness, and fear of being an asymptomatic patient (FOBAP), showed significant statistical correlation between each other (p < 0.050) and to the 6 areas of the ACSS (danger, contamination, social economical, xenophobia, traumatic stress, and compulsive checking). Our results further showed that the perceived stress and anxiety fell into the category of Absent to Mild, with only the danger section of the ACSS falling into the Moderate category. Finally, the resilience generated throughout the quarantine was very high, which seems to be a predictor of adaptation the academic professional has undergone to cope with stress.

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Online learning and COVID-19: a meta-synthesis analysis

Cited by 157 publications

References 13 publications

Medical Histopathology Laboratories: Remote Teaching in Response to COVID-19 Pandemic

Medical Histopathology Laboratories: Remote Teaching in Response to COVID-19 Pandemic

Impacts of the Covid‐19 pandemic on the health of university students

Teaching Anxiety, Stress and Resilience During the COVID-19 Pandemic: Evaluating the Vulnerability of Academic Professionals in Mexico Through the Adapted COVID-19 Stress Scales

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