COVID-19: making the best out of a forced transition to online medical teaching. A mixed methods study

Abstract

Introductionthe COVID-19 pandemic resulted in a decreed confinement in our country from March until the end of term in June 2020. This forced a transition exclusively to distance learning. The aim of this study was to broaden the understanding of fully online distance learning from the experiences of undergraduate medical students and faculty members during confinement, and identify its key elements.MethodsA convergent mixed methods study analyzing: (a) an online teaching follow- up program, (b) two focus groups and a nominal group with students and faculty, respectively, and (c) a survey with students from 1st to 5th year.ResultsThirteen strongly interconnected categories were identified. Four played an organizational role: course planning, coordination, communication and pedagogical coherence. The remaining nine categories were: learning outcomes, teaching methodology, online resources, evaluation, time management, workload, student motivation, participation, and teacher-student relationship. Among the key aspects of learning were those that promoted rapport between faculty and students, such as synchronous sessions, especially those based on clinical cases.Conclusionthe experiences from confinement allowed us to gain insight into some of the key aspects of online medical teaching. Promoting student motivation and participation at all levels was essential to distance learning in Medicine.

Learnings from the forced transition of an industry supported educational programme for young experts in urology and oncology from face-to-face to digital during the COVID-19 pandemic

“…Previous research has shown that faculty do need relevant up-to-date training in digital skills in order to successfully deliver digital training [ 19 ]. Our assessment confirmed previous findings that for senior faculty members the change from the physically known teaching environment to the digital setting is challenging mainly due to technology skills but also due to the fact that they cannot observe the learners as well as in the physical setting.…”

Impact of the COVID-19 Pandemic on Students’ Motivation in Relation to Asynchronous Anatomy Video Lectures

“…This variety of teaching-learning resources is crucial for the continuity of human anatomy teaching during the pandemic caused by the new coronavirus (Covid-19), which broke out in the beginning of 2020 [21]. Considering the imminent need for social isolation, the immediate adaptation of medical courses became imperative and, consequently, also of the teaching-learning strategies of human anatomy, on an emergency [22]. Among the several resources that can be integrated into the remote teaching of human anatomy, many medical courses have chosen to use narrated video lectures, included in virtual learning environments, for their asynchronous use by the students [23][24][25][26].…”