Continuing medical education during a pandemic: an academic institution’s experience

Kanneganti, Abhiram; Sia, Ching‐Hui; Ashokka, Balakrishnan; Ooi, Shirley Beng Suat

doi:10.1136/postgradmedj-2020-137840

Cited by 93 publications

(90 citation statements)

References 11 publications

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“…Zoom is an innovative meeting company that unifies cloud WVC, simple web meetings, and group collaboration in one easy-to-use platform. It has been one of the most extensively used tools for facilitating ongoing synchronous educational activities during the COVID-19 pandemic [ 24 , 25 ]. Furthermore, it allows wireless screen and whiteboard sharing, has an interactive chat room, and is free for up to 40 min.…”

Section: Methodsmentioning

confidence: 99%

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

2020

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Background The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students’ educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC. Methods One hundred sixty-two undergraduate medical students in pediatrics completed the reduced Students’ Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. Results 82% of respondents were highly satisfied with the WVC CBD session’s teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003). Conclusions WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers’ educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.

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Section: Methodsmentioning

confidence: 99%

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

2020

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“…In Asia, studies reported government enforced lockdowns and restrictive measures, including the closure of medical campuses (Singh et al 2020;Srinivasan 2020;Veasuvalingam and Goodson 2020). Studies in Singapore reported the escalation of the national pandemic alert to Disease Outbreak Response System Condition (DORSCON)-Orange resulting in quarantining, temperature screenings and visitor restrictions at hospitals (Boursicot et al 2020;Kanneganti et al 2020;Samarasekera et al 2020). In Europe, countries implemented national restrictions on non-essential activities, invoked lockdowns and moved all educational activities online (Finn et al 2020;Moszkowicz et al 2020;Torres et al 2020).…”

Section: Geographical Location and Local Covid-19 Specific Detailsmentioning

confidence: 99%

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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Background: The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned. Methods: The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported. Results: Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick's outcomes, with one study describing levels 1-3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention. Conclusions: This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.

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“…Zoom is an innovative meeting company that uni es cloud WVC, simple web meetings, and group collaboration in one easy-to-use platform. It has been one of the most extensively used tools for facilitating ongoing synchronous educational activities during the COVID-19 pandemic [24,25]. Furthermore, it allows wireless screen and whiteboard sharing, has an interactive chat room, and is free for up to 40 minutes.…”

Section: Video Conferencing Session Administrationmentioning

confidence: 99%

Student Satisfaction with Videoconferencing Teaching Quality During the COVID-19 Pandemic

Fatani

2020

Preprint

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Background: The coronavirus disease 2019 pandemic prompted the pediatric department at King Abdulaziz University to continue students’ educational activities by offering courses online that utilized web video conferencing (WVC). Given the uncertainties of WVC educational quality and the challenge of shifting to an online environment, this study aimed to evaluate student satisfaction with the teaching quality of case-based discussion (CBD) sessions conducted through WVC.Methods: 162 undergraduate medical students in pediatrics completed the reduced Students’ Evaluation of Educational Quality (SEEQ) survey with a five-point Likert scale over 5 weeks. The WVC CBD sessions were facilitated by 50 faculty members. Results: 82% of respondents were highly satisfied with the WVC CBD session’s teaching quality. The majority agreed that the sessions were intellectually challenging, that the instructors were dynamic, and encouraged students to participate. No statistically significant correlation was found between student satisfaction and technical issues (r = 0.037, p = 0.003).Conclusions: WVC teaching had an overall positive outcome on student satisfaction, and teaching quality relied on teaching, cognitive, and social presence rather than technology. However, technology remains an important platform that supports teachers’ educational activities. Thus, implementing a blended pediatric course to augment future course delivery is optimal.

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Continuing medical education during a pandemic: an academic institution’s experience

Cited by 93 publications

References 11 publications

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

Student satisfaction with videoconferencing teaching quality during the COVID-19 pandemic

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Student Satisfaction with Videoconferencing Teaching Quality During the COVID-19 Pandemic

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