Education of Infectious Diseases Fellows During the COVID-19 Pandemic Crisis: Challenges and Opportunities

Chirch, Lisa M.; Armstrong, Wendy S.; Balba, Gayle P.; Kulkarni, Prathit A.; Benson, Constance A.; Konold, Victoria; Luther, Vera; Nnedu, Obinna N.; Perloff, Sarah; Razonable, Raymund R.; Stead, Wendy; Thompson, George R.; Melia, Michael T.

doi:10.1093/ofid/ofaa583

Cited by 6 publications

(7 citation statements)

References 33 publications

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“…Third, we analyzed the summer term 2020, which already dates back several months, while modes and methods of online learning have rapidly evolved since the beginning of the pandemic. Hence, even more modern technologies are available and accepted for both undergraduate and postgraduate teaching [20][21][22][23]. Furthermore, course evaluation by the students was voluntary, leading to smaller number of respondents than students taking the respective exams.…”

Section: Discussionmentioning

confidence: 99%

Teaching medical microbiology during the COVID-19 pandemic: perceptions of medical undergraduates and the effects of online learning

Papan

Schmitt

Becker

2021

Preprint

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Background:The coronavirus disease 2019 (COVID-19) pandemic has imposed unprecedented hurdles to health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge to transfer knowledge distantly. We sought to evaluate the effects of an online learning alternative to the traditional medical microbiology course.Methods: During the summer term 2020, medical students at the University of Saarland, Germany, participated in an online-only course in medical microbiology. Teaching content comprised clinical scenarios, theoretical knowledge and instructive videos on microbiological techniques. Test performances, failure rates, and student evaluation, including open-response items, of the course during the summer term 2020 were compared to the summer term 2019.Results:Student performance was comparable between both the online-only group and the comparator for both the written (average grades 7.6 vs. 7.3; p=0.1985) and the oral exam (33.6 vs. 33.4, p=0.7749). Failure rate did not significantly differ between the online-only group and the comparator group (2.4% vs. 3.3%). While lecturer expertise was graded similarly high from students of both groups, students from the summer term 2020 gave lower grades for interdisciplinarity, possibilities for interaction, and the extent to which the educational objectives were defined. Main critiques formulated within the open-response items concerned organizational deficits.Conclusions:Online-only courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to traditional courses. The lack of interaction and sustainability of acquired manual skills warrant further research.

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Section: Discussionmentioning

confidence: 99%

Teaching medical microbiology during the COVID-19 pandemic: perceptions of medical undergraduates and the effects of online learning

Papan

Schmitt

Becker

2021

Preprint

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“…Third, we analyzed the summer term of 2020, which already dates back several terms, while modes and methods of online learning have rapidly evolved since the beginning of the pandemic. Hence, even more modern technologies are available and used in both undergraduate and postgraduate teaching [31][32][33][34][35]. Furthermore, course evaluation by the students was voluntary, leading to a smaller number of respondents than students taking the respective exams.…”

Section: Strengths and Limitationsmentioning

confidence: 99%

Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study

Papan¹,

Schmitt²,

Becker³

2023

JMIR Med Educ

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Background The COVID-19 pandemic has imposed unprecedented hurdles on health care systems and medical faculties alike. Lecturers of practical courses at medical schools have been confronted with the challenge of transferring knowledge remotely. Objective We sought to evaluate the effects of a web-based medical microbiology course on learning outcomes and student perceptions. Methods During the summer term of 2020, medical students at Saarland University, Germany, participated in a web-based medical microbiology course. Teaching content comprised clinical scenarios, theoretical knowledge, and instructive videos on microbiological techniques. Test performance, failure rate, and student evaluations, which included open-response items, for the web-based course were compared to those of the on-site course from the summer term of 2019. Results Student performance was comparable between both the online-only group and the on-site comparator for both the written exam (n=100 and n=131, respectively; average grade: mean 7.6, SD 1.7 vs mean 7.3, SD 1.8; P=.20) and the oral exam (n=86 and n=139, respectively; average grade: mean 33.6, SD 4.9 vs mean 33.4, SD 4.8; P=.78). Failure rate did not significantly differ between the online-only group and the comparator group (2/84, 2.4% vs 4/120, 3.3%). While lecturer expertise was rated similarly as high by students in both groups (mean 1.47, SD 0.62 vs mean 1.27, SD 0.55; P=.08), students who took the web-based course provided lower scores for interdisciplinarity (mean 1.7, SD 0.73 vs mean 2.53, SD 1.19; P<.001), opportunities for interaction (mean 1.46, SD 0.67 vs mean 2.91, SD 1.03; P<.001), and the extent to which the educational objectives were defined (mean 1.61, SD 0.76 vs mean 3.41, SD 0.95; P<.001). Main critiques formulated within the open-response items concerned organizational deficits. Conclusions Web-based courses in medical microbiology are a feasible teaching option, especially in the setting of a pandemic, leading to similar test performances in comparison to on-site courses. The lack of interaction and the sustainability of acquired manual skills warrant further research.

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“…In order to identify published educational methods that integrate the above characteristics, a comprehensive review of articles from the general medical and pediatric literature was conducted using the MEDLINE database. The clinical learning models identified included the one-minute preceptor (OMP) five microskills method ( Neher et al, 1992 ), the SNAPPS (Summarize, Narrow, Analyze, Probe, Plan, Select) model of learner-centered precepting ( Wolpaw et al, 2003 ), the Aunt Minnie model of learning pattern recognition ( Cunningham et al, 1999 ), the RIME (Reporter, Interpreter, Manager, Educator) developmental framework for teaching/assessing clinical performance ( Pangaro, 1999 ), the PARTNER (Partner with learner, Assess, Reinforce, Teach, New knowledge, Execute, Review) framework ( Chirch et al, 2021 ; Miloslavsky et al, 2017 ), and preceptor teaching scripts ( Gonzalo et al, 2013 ; Irby et al, 2004 ). A recent Best Evidence Medical Education review of the effectiveness of clinical teaching strategies concluded that the OMP and SNAPPS models were the only strategies that consistently improved the clinical knowledge and skills of learners — a significant advantage over the other mentioned frameworks ( Pierce et al, 2020 ).…”

Section: Perspectivementioning

confidence: 99%

Enhancing the one-minute preceptor method for clinical teaching with a DEFT approach

Savaria

Min

Aghagoli

et al. 2022

International Journal of Infectious Diseases

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Education of Infectious Diseases Fellows During the COVID-19 Pandemic Crisis: Challenges and Opportunities

Cited by 6 publications

References 33 publications

Teaching medical microbiology during the COVID-19 pandemic: perceptions of medical undergraduates and the effects of online learning

Teaching medical microbiology during the COVID-19 pandemic: perceptions of medical undergraduates and the effects of online learning

Teaching Medical Microbiology With a Web-Based Course During the COVID-19 Pandemic: Retrospective Before-and-After Study

Enhancing the one-minute preceptor method for clinical teaching with a DEFT approach

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