Lessons from the impact of COVID-19 on medical educational continuity and practices

Abstract

The COVID-19 crisis necessitated abrupt transition to remote learning in medical schools. We aimed to assess the impact of COVID-19 on French undergraduate students and teachers, to identify practice changes, and to evaluate successes and areas for improvement of this remote learning experience. Data from 2 online questionnaires were analyzed with 509 participants among students and 189 among teachers from Sorbonne University. Responses to multiple choice, Likert response scale, and open-ended questions were evaluated. COVID-19 had negative impact on teaching continuity. Sixty-seven percent of students were in a dropout situation, and many suffered from psychological stress, leading to set up of a psychological support unit. Although most teachers (81%) and students (72%) had limited knowledge of digital resources, distance learning was quickly implemented, with a predominant use of Zoom. The analysis of several parameters revealed that students were significantly more satisfied than teachers by remote learning. Nevertheless, both students and teachers agreed to replace classical lectures by digital media and to promote in-person teaching in small interactive groups. This paper shares tips for faculty rapidly establishing remote learning. This comparative study of the students’ and teachers’ points of view underlines that new medical curricula should include more digital contents. We make recommendations regarding general university organization, equipment, and curricular development for long-term implementation of digital resources with reinforced relationships between faculty and students.

Impact of COVID-19 on medical education in different income countries: a scoping review of the literature

“… Challenges to online learning include issues regarding in-person communication, assessment, technology tools, experience in online learning, pandemic-related anxiety and stress, learning curve, time management, students’ evaluations of faculty and technophobia. Vatier et al [ 28 ] Lessons from the impact of COVID-19 on medical educational continuity and practices 2021 France High-income Survey study 698 participants To determine the impact of the COVID-19 outbreak on French undergraduate medical students from Sorbonne University. 41 days 15% of teachers did not do any of their usual teaching duties, 50% maintained less than half of their classes, and 13% gave all scheduled lessons.…”

“…Loneliness and isolation were common factors reported by students. A study in a Parisian university found that 53% of medical students reported a lack of motivation to study due to feelings of isolation during distance learning [ 28 ]. Similar feelings of anxiety and isolation were reported by medical students in the USA in response to online learning [ 25 ].…”

“…However, it was evident from the studies included in this review that students and educators did not view a full online curriculum as a satisfactory alternative to traditional face-to-face teaching and the practical experience of clinical placements [ 13 , 35 , 40 ]. Many studies from HICs described the favouring of a hybrid teaching approach in the future, meaning that both face-to-face teaching and online teaching could be used in combination to provide a greater standard of education [ 15 , 17 , 20 , 28 ]. Interestingly, the attitude towards online learning in the future was less discussed in studies from LMICs.…”

Outcomes of Remote Pathology Instruction in Student Performance and Course Evaluation

“…As is also being reported by others, while online teaching is favorably received, most students report that they still prefer the physical interaction of inperson instruction. 22,25,31,[33][34][35][36] Generally, reported strengths of remote learning include increased participation, adaptability, and flexibility of both content and schedule, organized and personalized delivery geared toward individualized goals, and a positive education environment that is useful and constructive. 28,31,35 Nevertheless, significant challenges to remote learning remain, including infrastructure and technical issues such as internet connectivity (speed, bandwidth, interruptions in service) and physical space requirements that may lead to confidentiality issues and family or other distractions.…”

Reply to: “Lessons from the impact of COVID-19 on medical educational continuity and practices”

“…We read with interest the study by Vatier et al ( 1 ) on educational continuity. As final year medical students, we concurred with many of the findings highlighted by the authors.…”