Letter to the Editor: Distant surgical teaching during <scp>COVID</scp>‐19 ‐ A pilot study on final year medical students

Shahrjerdi, Puneh; Bhaiji, Shaheena; Khawar, Sabrina; Nwokedi, Ebelechukwu

doi:10.1111/1744-1633.12466

Cited by 2 publications

(4 citation statements)

References 1 publication

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“…The 16 papers used a variety of methodologies, including one cross-sectional study, two quantitative descriptive studies, two quasi-experimental studies, one prospective cohort study and the rest of the ten mixed-method studies. The publications were devoted to exploring the different modalities of digital education, including virtual reality-based simulation training (3 studies) ( De Ponti et al, 2020 ; Kang et al, 2020 ; Weston and Zauche, 2020 ), teleconsultation and virtual rounds (3 studies) ( Bala et al, 2021 ; Sukumar et al, 2021 ; Weber et al, 2021 ), web-based specialized skills learning (2 studies) ( Alpert et al, 2020 ; Shahrjerdi et al, 2020 ), and multimodal online curriculums (8 studies) ( Coffey et al, 2020 ; He et al, 2021 ; Kaliyadan et al, 2020 ; Kasai et al, 2021 ; Michener et al, 2020 ; Samueli et al, 2020 ; Williams et al, 2021 ; Zhou et al, 2020 ). Study outcomes were measured utilizing a series of homemade tools.…”

Section: Resultsmentioning

confidence: 99%

“…Methodological quality, as appraised by the MMAT exercise for the included 16 articles, ranged from 25% to 100%, with one study rated at 100% ( Kang et al, 2020 ); two studies rated at 75% ( Alpert et al, 2020 ; Weston and Zauche, 2020 ); five studied rated at 50% ( Coffey et al, 2020 ; He et al, 2021 ; Kasai et al, 2021 ; Shahrjerdi et al, 2020 ; Zhou et al, 2020 ), and the remaining eight studies rated at 25% ( Bala et al, 2021 ; De Ponti et al, 2020 ; Kaliyadan et al, 2020 ; Michener et al, 2020 ; Samueli et al, 2020 ; Sukumar et al, 2021 ; Weber et al, 2021 ; Williams et al, 2021 ) ( Table 2 ).…”

Section: Resultsmentioning

confidence: 99%

“… 5.3. Score Weston et al, 2020 A cross-sectional study Y Y Y Y N Y 75% Shahrjerdi et al, 2020 A quantitative descriptive study Y Y N N Y Y 50% Samueli et al, 2020 A mixed-method study Y Y Y N N N N N Y N N N N 25% Kaliyadan et al, 2020 A mixed-method study Y Y Y N N N N N Y UC N N N 25% He et al, 2021 A quantitative descriptive study Y Y N N Y Y 50% Roberto et al, 2020 A mixed-method study Y Y Y N N N N N Y …”

Section: Resultsmentioning

confidence: 99%

“…Two studies were conducted in this general environment and mainly developed online web-based surgical skills learning (WSSL) and virtual read-out (VRO), which included learning groups composed of a faculty member and several students reviewing selective lists of imaging exams. One study used Zoom video conferencing for online presentation, focusing on surgical instruments and hand knots ( Shahrjerdi et al, 2020 ). In this study, most of the students believed the new web-based surgical instruction was as difficult/easy as conventional face-to-face teaching, and they considered that this new teaching format was worthy of recommendation.…”

Section: Resultsmentioning

confidence: 99%

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Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review

Hao

Peng

Ding

et al. 2022

Nurse Education Today

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Background Due to the rapid spread of coronavirus disease 2019 (COVID-19) around the world, the World Health Organization (WHO) declared it a global pandemic on March 11, 2020. This declaration had an unprecedented impact on health profession education, especially the clinical clerkship of nursing and medical students. The teaching hospitals had to suspend traditional bedside clinical teaching and switch to digital education. Objective To systematically synthesize the available literature on the application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic. Design A systematic review informed by PRISMA guidelines. Data sources Five electronic databases were systematically searched: PubMed, Embase, MEDLINE (OVID), CINAHL and the Cochrane Library. Review methods The retrieved articles were screened at the title, abstract, and full text stages. The Mixed-Methods Appraisal Tool (MMAT) was used to assess the quality of quantitative and mixed-method studies. Then, two reviewers extracted the quantitative data of the included studies. Results A total of 4596 studies were identified following a comprehensive search, and 16 studies were included after removing duplicates and screening, which focused on undergraduate nursing students (3 studies) and medical students (13 studies). We found that the standalone digital education modalities were as effective as conventional learning for knowledge and practice. Different educational technologies have different effects on the knowledge and practice of interns. Conclusion Digital education plays a significant role in distance training for nursing and medical interns both now and in the future. The overall risk of bias was high, and the quality of evidence was found to be variable. There is a need for further research designing more quasi-experimental studies to assess the effectiveness of standalone digital education interventions for the remote training of nursing or medical interns to be fully prepared for emergencies.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review

Hao

Peng

Ding

et al. 2022

Nurse Education Today

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Comparative analysis of learning motivation, strategies, and effectiveness between medical interns and PGY during the pandemic

Hsu,

Chuang

2024

Medicine

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In the post-pandemic era, medical education faces significant shifts in learning modes. This study, employing cross-sectional research from 2021 to 2022, surveyed 214 participants, including 104 medical interns and 110 Post-Graduate Year trainees in Taiwan. Findings revealed notable differences between the groups in age and current internship hospital. Medical interns spent significantly more time in daily self-directed learning, with a higher proportion exceeding 3 hours post-work. Although weekly self-directed learning hours did not show statistical significance, more medical students studied over 7 hours weekly. In terms of learning attitudes and motivations, medical interns outscored Post-Graduate Year trainees, indicating a substantial contrast. The study suggests strategic integration of online and traditional education, tailored to course characteristics. Future research should further explore the effectiveness of online learning, aiming to optimize digital learning while preserving traditional education values.

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Letter to the Editor: Distant surgical teaching during COVID‐19 ‐ A pilot study on final year medical students

Cited by 2 publications

References 1 publication

Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review

Application of digital education in undergraduate nursing and medical interns during the COVID-19 pandemic: A systematic review

Comparative analysis of learning motivation, strategies, and effectiveness between medical interns and PGY during the pandemic

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