Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic

Kositanurit, Weerapat; Vivatvakin, Sarocha; Kaikaew, Kasiphak; Varachotisate, Pachara; Burana, Chuti; Chayanupatkul, Maneerat; Thanprasertsuk, Sekh; Wangsaturaka, Danai; Kulaputana, Onanong

doi:10.1186/s12909-022-03217-w

Cited by 10 publications

(15 citation statements)

References 36 publications

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“…More studies in the field of continuing medical education move along the same lines, emphasising the fact that e-learning was very important amid the pandemic, yet it will not replace traditional forms of medical education, but rather will complement them [ 57 , 58 ]. Nevertheless, mainly due to issues with the technological infrastructure and the lack of interactivity, it is also true that other experiences were not as satisfactory as expected and their participants preferred the traditional method [ 59 , 60 ]. To ensure success, technology requirements must be minimised and courses must be designed with a high level of interaction [ 61 ], as the intention of the participants, as well as the usefulness of the technology, are major factors that contribute to successful transitions to online learning [ 62 ].…”

Section: Discussionmentioning

confidence: 99%

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Xiberta

Boada

Thió‐Henestrosa

et al. 2022

Medical Education Online

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The risk of contagion and the lockdown caused by the COVID-19 pandemic forced a change in teaching methodologies in radiology. New knowledge about the disease that was being acquired on a daily basis needed to be rapidly spread worldwide, but the restrictions imposed made it difficult to share this information. This paper describes the methodology applied to design and launch a practice-based course on chest X-ray suggestive of COVID-19 right after the pandemic started, and aims to determine whether asynchronous online learning tools for radiology education are useful and acceptable to general practitioners and other medical personnel during a pandemic. The study was carried out from April to October 2020 and involved 2632 participants. Pre- and post-testing was used to assess the participants’ gain of knowledge in the course content (paired t-tests and chi-squared tests of independence). A five-point Likert scale questionnaire inspired by the technological acceptance model (TAM) was provided to evaluate the e-learning methodology (ANOVA tests). The results from the pre- and post-tests showed that there were significant differences in the scores before and after completing the course (sample size = 2632, response rate = 56%, ). As for the questionnaire, all questions surpassed 4.5 out of 5, including those referring to perceived ease of use and perceived usefulness, and no significant differences were found between experienced and inexperienced participants (sample size = 2535, response rate = 53%, ). The analysis suggests that the applied methodology is flexible enough to adapt to complex situations, and is useful to improve knowledge on the subject of the course. Furthermore, a wide acceptance of the teaching methodology is confirmed for all technological profiles, pushing for and endorsing a more widespread use of online platforms in the domain of radiology continuing education.

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Section: Discussionmentioning

confidence: 99%

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Xiberta

Boada

Thió‐Henestrosa

et al. 2022

Medical Education Online

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“…With the rapid onset of COVID-19, medical educators had to convert traditional face-to-face lectures to online lectures. Some medical educators found that students' academic achievement was stronger and student attitudes more positive when instructors used traditional face-to-face lecture format compared to online asynchronous lecture format 60 . However, this comparison involved asynchronous lecture format that did not follow best practices in instructional design but rather involved long videos of PowerPoint presentations with background narration 60 .…”

Section: Discussionmentioning

confidence: 99%

“…Some medical educators found that students' academic achievement was stronger and student attitudes more positive when instructors used traditional face-to-face lecture format compared to online asynchronous lecture format 60 . However, this comparison involved asynchronous lecture format that did not follow best practices in instructional design but rather involved long videos of PowerPoint presentations with background narration 60 . Recent development of best practices in instructional design for didactic methods of teaching include more sophisticated multi-media presentation of content, and research tends to support positive outcomes for those approaches.…”

Section: Discussionmentioning

confidence: 99%

The Effects of COVID-19 on Teaching Practices in Medical Education

LeBlanc

2022

MRAJ

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Purpose: This study investigates the transition to online teaching modalities in U.S. medical schools as reported in publicly available datasets before and during the COVID-19 pandemic. The study examines the number and types of graduate medical education (GME) programs and their instructional methods that might be appropriate for continued online teaching modalities as compared to trends in higher education, and in particular, trends in health communication instruction, such as skills training in provider-patient and medical team consultations. Materials & Method: Studies investigating or reporting trends in medical education were culled from PubMed, and additional studies regarding trends in higher education were culled from Web of Science and Communication Abstracts using search terms “COVID-19” and “education.” Publicly available data was collected from the Accreditation Council for Graduate Medical Education (ACGME) and Association of American Medical Colleges (AAMC) for years 2007-2021 (latest date available). Results: Analysis of U.S. medical programs shows a clear trend toward modification of instructional methods to online modalities as a response to COVID-19 with some intent to continue utilizing these modalities post-COVID-19. Further analysis revealed a majority of utilized instructional methods which are adaptable to online teaching and learning, with certain instructional methods not easily adaptable comprising only 5.34% of the total. Growth in the number of graduate medical education programs and medical residents in the U.S. has steadily increased over the period, whereas the number of hours core medical faculty spend in teaching activities has decreased. Discussion: Trends in medical education mirrored those in higher education in general during the period under investigation. Advances in instructional design can be applied to instructional methods used in medical programs. The greatest area of improvement gains could be attained in redesign of didactics. Conclusions/Recommendations: Results indicate that medical schools were trending towards certain teaching methodologies which can be readily delivered in an online format prior to the COVID-19 pandemic. Given the development of new online teaching techniques resulting from the rapid transition to online teaching in 2020 throughout higher education institutions worldwide, it behooves medical societies and school to invest in research and development of online teaching methodologies for future-proofing of graduate medical education.

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“…The measurement of academic performance in this scoping varies greatly (see Table 2). There were six studies using GPA [18][19][20][21][22][23] ; nine studies using module scores [24][25][26][27][28][29][30][31][32] ; three studies implementing summative exam scores; [33][34][35] making use of practice/performance exams 2,36 ; two studies employing self-reported academic performance scores 37,38 ; and two studies applying laboratory examination scores. 39,40 Primary Outcome: Academic Performance in Medical Education Before and During the COVID-19 Pandemic…”

Section: Instruments To Measure Academic Performancementioning

confidence: 99%

“…Table 2 shows that 11 out of 24 publication reports on the academic performance before and during the COVID-19 pandemic. All of the studies reported comparative study before and during the COVID-19 pandemic based on learning methods (online methods vs traditional methods) within single medical school setting (n=11), 2,24,28,[31][32][33][35][36][37]39,40 with cohort as the research design option (n=10). 2,28,[31][32][33][35][36][37]39,40 Eleven studies were included in the evaluation of primary outcomes.…”

Section: Instruments To Measure Academic Performancementioning

confidence: 99%

Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review

Istadi¹,

Raharjo²,

Azam³

et al. 2022

AMEP

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Backgrounds:Several academic performance studies during the COVID-19 pandemic on education outside medicine showed varying results. This scoping review aims to identify research trends in medical education that focus on the academic performance of medical students during the COVID-19 pandemic to enable available research to be mapped and summarized, and gaps in research results can be identified. Methods: The authors applied the Arksey and O'Malley framework to conduct the scoping review. This review was conducted from January to 30 May 2022. Comprehensive article searches were conducted on six databases (PubMed, ProQuest, EBSCOhost, ERIC, Science Direct, Google Scholar) using keywords of COVID-19, academic performance, academic achievement, medical education, and medical students. Results: A literature search identified 24 publications eligible for analysis. The cohort is the most chosen research design. The publications were only taken from three continents; those were from Asia, America, and Europe. Most of the publications came from the Asian continent, and most of the participants involved in the studies were undergraduates. Eleven out of 24 publications reported on the impact of research before and during the COVID-19 pandemic on academic performance. Six out of 11 studies showed differences in results. Three studies indicated that students achieved lower grades during the COVID-19 pandemic. In contrast, three other studies reported that students got higher grades during the COVID-19 pandemic. Twenty studies reported the influencing factors of the academic performance. Conclusion:The literatures reported differences in medical students' academic performance before and during the COVID-19 pandemic. Twelve variables affected medical students' academic performance during the COVID-19 pandemic.

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Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic

Cited by 10 publications

References 36 publications

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic

The Effects of COVID-19 on Teaching Practices in Medical Education

Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review

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