A scoping review on adaptations of clinical education for medical students during COVID-19

Park, Hyunmi; Shim, Sun Hee; Lee, Young Mee

doi:10.1016/j.pcd.2021.09.004

Cited by 15 publications

(10 citation statements)

References 68 publications

(145 reference statements)

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“…Furlan et al 25 and Kiesewetter et al 26 reported that clerkship students can benefit from similar web-based case discussion software in increasing their clinical reasoning skills, especially during crises times and impossibility of training on real patients. Furthermore, a scoping review by Park et al 27 showed that most clinical competencies could be learned online or in the virtual setting, which supports the usefulness of our implemented adaptations.…”

Section: Discussionsupporting

confidence: 68%

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Hassan¹,

El-Agroudy²,

Shehata³

et al. 2022

AMEP

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Background The COVID-19 pandemic had serious implications on medical schools’ programs that necessitated lots of adaptations of teaching, learning, and assessment to guarantee continuity of education in medical schools. Our study aimed to evaluate perspectives of clerkship students and faculty members regarding clinical teaching adaptations implemented during the COVID-19 pandemic. Methods A descriptive, cross-sectional, survey-based study was conducted and targeted 5 th and 6 th year clerkship students and full- and part-time clinical faculty. The survey explored (1) perception of the degree of contribution of implemented adaptations to student achievement of expected clinical competencies, (2) degree of confidence regarding students’ achievement of expected clinical competencies through such adaptations, and (3) perception of the effect of implemented educational adaptations on students’ learning. Descriptive statistics were used, and statistical significance level was set at p < 0.05. Results The survey exhibited high internal consistency. Both students and faculty members felt that most of the adaptations had moderate to high contribution to student achievement of expected clinical competencies. On a 5-point scale, the highest score was given by faculty members to “Interpretation of investigations” (3.93±0.84) while the lowest scores were given by faculty members (3.10±1.21) and students (2.57±1.36) to “Performing clinical procedures”. Students and faculty members agreed that the adaptations had positive effect on students’ learning except for the statement “Students were able to easily monitor their academic progress” where students gave less scores than faculty members, with a statistically significance difference (p=0.029). Conclusion Students and faculty members had similar perspectives regarding the implemented adaptations and their impact and contribution to student learning and achievement of the basic clinical competencies. Both of them agreed on the need for and importance of the implemented adaptations. Our findings recommend such adaptations during the times of crises, which can be conducted through integrating online teaching with face-to-face teaching.

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Section: Discussionsupporting

confidence: 68%

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Hassan¹,

El-Agroudy²,

Shehata³

et al. 2022

AMEP

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“…With this, medical students were able to train anamnesis and communication, and diagnostic skills. 45 …”

Section: Discussionmentioning

confidence: 99%

Dental education profile in COVID‐19 pandemic: A scoping review

Melo

Silveira

Santos

et al. 2022

Eur J Dental Education

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Introduction This scoping review aimed to determine the frequency of different teaching methodologies, tools and platforms applied in dental education during the COVID‐19 pandemic. Materials and Methods The search strategy was performed in six databases and grey literature. A total of 28 questionnaire‐based studies were included, without language or time restriction, from 20 different countries. Results Six thousand five hundred sixty‐five participants were assessed: 84% undergraduates, 9% of faculty members, 5% of postgraduate students/residents/trainees and 2% of dental schools/residency programs. The pooled eligible data for teaching methodologies were 62% of a combination of different methods (95% CI, 35.5% to 82.3%), 23% a combination of synchronous and asynchronous formats (95% CI, 8.2% to 50.2%) and 15% for only synchronous lectures (95% CI, 4.3% to 42.2%). The reported tools were laptops (40%), smartphones (40%), tablets (40%), desktops (20%), Blackboard (20%), Respondus Lockdown Browser (20%), eProctor (20%) and PowerPoint (20%). The most used platforms were Zoom (70.6%), Microsoft Teams (23.5%) and Cisco Webex (23.5%). A better time management (17.9%; 95% CI, 7.9% to 35.6%) and the possibility of revision with additional notes (14.3%; 95% CI, 5.7% to 31.5%) was the greatest advantages related to dental e‐learning, while the increased levels of anxiety/stress/burnout/exhaustion (35.7%; 95% CI, 21% to 54.2%) and internet connection problems (35.7%; 95% CI, 21% to 54.2%) was the most cited disadvantages. Conclusion This scoping review showed promising blended teaching methodologies, tools and platforms in the dental education profile. The evidence suggests that e‐learning technologies can widely contribute to dental education during the COVID‐19 pandemic. Therefore, this study makes a major contribution to research by assessing the impact of COVID restrictions on dental education and further studies are needed to identify how restrictions in dental practice will affect future professionals.

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“…Distance educational effectiveness remains a challenge for medical schools, although several experiences in telemedicine have provided significant results and have allowed education to continue during the COVID-19 lockdown [27,28]. Low and middle-income countries have seen education blocked and have made efforts to address this situation, managing to establish virtual models of medical education.…”

Section: Discussionmentioning

confidence: 99%

“…Although our results indicate that distance education has been beneficial for 68-84% of medical students, a complete overview of medical education in the region is not usable. In addition, several recent reviews have not reported the impact, effectiveness, and limitations of eLearning in Latin American countries [27,[30][31][32][33]. More studies are needed to understand the effect of COVID-19 on medical education in Latin America (particularly in Peru) since investments and scientific response policies have not prioritized educational aspects during the lockdown [34,35].…”

Section: Discussionmentioning

confidence: 99%

What is the perception of medical students about eLearning during the COVID-19 pandemic? A multicenter study in Peru

Moya‐Salazar

Jaime‐Quispe

Milachay³

et al. 2022

ELECTRON J GEN MED

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As face-to-face medical education was restricted during the pandemic; digital tools have been deployed to continue education showing a good educational impact in most countries. However, the perception of medical students in Peru on eLearning has not yet been investigated. This study assessed the perception of 440 medical students from two national universities in Peru on the characteristics and limitations of eLearning during 2021. Materials and methods:We conducted a cross-sectional study using the self-administered survey Encuesta Virtual en Tiempos de COVID-19 (EVI-CV19) on students between the second and sixth medical year of the

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A scoping review on adaptations of clinical education for medical students during COVID-19

Cited by 15 publications

References 68 publications

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Dental education profile in COVID‐19 pandemic: A scoping review

What is the perception of medical students about eLearning during the COVID-19 pandemic? A multicenter study in Peru

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