One giant leap for mankind: The experience of studying medicine through the pandemic

Nieto, Astrid; Cabrera, Mildred Vanessa López

doi:10.15694/mep.2020.000274.1

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…This, in general, could be an indicator of the greater toll the COVID-19 pandemic has taken on medical and health science students compared to the rest. While medical students are somewhat aware of the threat posed by the virus, their lack of clinical experience prevents them from being involved in patient care, which may lead to feelings of frustration (Nieto and López, 2020). Moreover, the possibility of high exposure to the virus during clinical practice may cause fear among health science students in addition to feelings of frustration and worry which may add to their learning experience and negatively affecting their perception of teaching.…”

Section: Fully Online Learningmentioning

confidence: 99%

Educational model transition: Student evaluation of teaching amid the COVID-19 pandemic

Campos

Daruich

et al. 2022

Front. Educ.

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The Education 4.0 Framework calls for Higher Education Institutions (HEIs) to innovate their curriculum for developing the competencies of the future. Tecnologico de Monterrey started a transition from an active-learning educational model to Tec21, a challenge-based learning educational model focused on competency development. After one semester of this transition, the COVID-19 pandemic disrupted education worldwide, causing most universities to adapt to online education. We found the opportunity to analyze the institutional Student Evaluation of Teaching (SET) survey at different stages of the COVID-19 pandemic, prior to the outbreak, in the transition to online learning, and after the transition to fully online course delivery. We performed this analysis separately for the two coexisting educational models and each of the schools at the university. We also compared the SET scores for the spring semester of 2021, when the two educational models had a comparable number of students. We found that SET scores were not negatively impacted by the COVID-19 pandemic hinting toward positive implications about the institutional response to the pandemic. Another finding is that the Tec21 educational model has received higher SET scores, which implies a positive perception by students. There were a few exceptions to these results, which we address explicitly; for instance, the COVID-19 pandemic might have affected SET scores in the School of Medicine and Health Sciences. Further research is necessary to evaluate the implementation of the Tec21 model comprehensively.

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Section: Fully Online Learningmentioning

confidence: 99%

Educational model transition: Student evaluation of teaching amid the COVID-19 pandemic

Campos

Daruich

et al. 2022

Front. Educ.

View full text Add to dashboard Cite

show abstract

“…Even that life outside of the university was full of uncertainty in 2020, a duty of educational institutions was to offer academic continuity amid COVID-19 that referred to some sense of normality in which students could continue their training in an environment that did not represent a risk to their health (Nieto & Lopez, 2020). To do so, universities needed to transform the university experience, not only focusing on content delivery but rather on the process in which students become professionals.…”

Section: Introductionmentioning

confidence: 99%

Digital Educational Model: Transformation Towards a Distance University Experience

López¹,

Peddinani²,

O'Connor-Cordova³

et al. 2021

International Conference on Education

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The declaration of the COVID-19 pandemic as a health emergency disrupted multiple sectors, and education was not an exception. Particularly in medical education, in addition to caring for patients that had been exposed to the virus, faculty members had the responsibility to guarantee academic quality and continuity. The transition to a remote emergency model gave rise to a new digital educational model that provided content delivery and the whole university experience. This study’s objective was to assess the quality of this digital educational model that resulted from the transformation. The study considered a quantitative approach, with a descriptive and cross-sectional design. The sampling strategy was a convenience sample of 213 first-year undergraduate students. As an instrument, a 28-item questionnaire with a Likert scale was used. The statistical analysis considered Cronbach’s alpha, item-total correlation, and factor analysis to analyze the instrument’s structure. Subsequently, descriptive statistics were used to identify trends in the responses of the participants. The internal consistency of the instrument is adequate with a Cronbach’s alpha of 0.9. The factor analysis resulted in four dimensions representing the educational model: 1) content and curriculum, 2)teaching and learning practices, 3)technology and infrastructure, and 4)collaboration and networks. As educational innovations were being developed, the need to assess its impact on the quality of learning was necessary; thus, quality improvement is promoted and accountable. Implementations such as connecting to a learning environment through a mobile device or learning at a relaxed pace have been deeply appreciated. Now that we have tasted those facilitators, it should not be taken away; institutions need to resist the temptation of returning everything as it was before. Keywords: higher education, educational innovation, professional education, distance education, pandemic adaptations

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“…Different educational levels, public and private, had an abrupt transformation to an online educational offer as a fast response to protect students and guarantee at least academic continuity (Peña-Martínez & Lopez, 2021;Poh-Sun & Sandars, 2020); therefore, their focus was on content distribution through the use of learning management systems (Valdez-García et al, 2020). However, several authors have argued about the effect of this reaction and how it led to a strong reaction among students who experienced high levels of anxiety about their health, the lives of their loved ones, and their professional futures (Baloran, 2020;Nieto & Lopez, 2020;Rose, 2020). Educational institutions have developed innovative proposals to engage with students during these challenging times and acting as a true community that cares for its members (Eraña-Rojas & Lopez, 2021;Méndez Reguera & Lopez, 2020).…”

Section: Introductionmentioning

confidence: 99%

Adaptability Strategies of Learners Against Covid-19 Uncertainty

López¹,

Segura-Azuara²,

Elizondo-Leal³

et al. 2021

International Conference on Education

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New infectious diseases, especially one of the magnitudes of COVID-19, leads to complex situations for individuals and communities alike. Particularly in higher education, learners faced a surrealist world in which education shifted abruptly to an online setting because of the virus. Regardless of their field of study, they had to apply coping strategies to adapt and incorporate new values, beliefs, and perspectives into a new learning environment. Universities must foster educational opportunities to train learners on these capacities to prepare professionals for their success in their profession. This study’s objective was to assess these adaptability strategies that higher-education learners had to tackle the uncertainty of the coronavirus pandemic. A quantitative approach was considered with a descriptive and cross-sectional design. The convenience sample consisted of 34 learners in the final year of their medical program. As an instrument, an adaptation of the Proactive Coping Inventory was used with a 5-level Likert scale where 1 stands for total disagreement and 5 with total agreement. According to the results, students use more than one strategy to cope with difficult situations. The mean obtained in the control strategy was 3.98, curiosity 3.18, confidence 3.02, and concern was 2.97. The ANOVA test showed that there is no significant difference in the dimensions (p-value of 0.062). These results indicate that students had the intellectual curiosity to propose new personal and professional development goals and monitor the scope of those through selfregulation. Institutions need to learn from what they implemented amid the pandemic and incorporate best practices for the new normality ahead. Keywords: educational innovation, higher education, professional education, medical education, coping strategies, pandemic adaptations

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One giant leap for mankind: The experience of studying medicine through the pandemic

Cited by 4 publications

References 2 publications

Educational model transition: Student evaluation of teaching amid the COVID-19 pandemic

Educational model transition: Student evaluation of teaching amid the COVID-19 pandemic

Digital Educational Model: Transformation Towards a Distance University Experience

Adaptability Strategies of Learners Against Covid-19 Uncertainty

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