Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges

Su, Bin; Zhang, Tong; Li, Yan; Huang, Chaoyang; Xiangpu, Cheng; Cai, Chao; Cui, Dan

doi:10.3389/fpubh.2021.797694

Cited by 48 publications

(42 citation statements)

References 31 publications

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“…Hanafy et al (18) also found that students favored conventional over online teaching. However, in other studies, students' perceptions positively preferred online courses (19). Our cohort reported major engagement and student-faculty interaction issues, consistent with the recent reports (20)(21)(22).…”

Section: Discussionsupporting

confidence: 91%

“…Collectively, in our cohort, around two-thirds of students and faculty members favored either blended or online courses, while slightly over one-third preferred a traditional face-to-face course format. Likewise, Su et al ( 19 ) concluded that flipped classroom teaching could encourage student-centered independent learning while using online courses.…”

Section: Discussionmentioning

confidence: 99%

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Medical Students and Faculty Perceptions About Online Learning During COVID-19 Pandemic: Alfaisal University Experience

Arain

Ali

Arbili

et al. 2022

Front. Public Health

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Background and ObjectivesOff-campus online learning methods abruptly increased and gained popularity during the COVID-19 pandemic. Previous studies have highlighted the limitations of online learning mode; however, further studies on the experiences of medical students are needed. This study aimed to investigate the preclinical medical students and faculty members' experiences with online education and learning.Subjects and MethodsIn this cross-sectional study, data were collected using convenience sampling. Two hundred nine students and 13 faculty members who participated in the online courses offered during the spring semester of 2019–2020 completed an online questionnaire. A 30-item questionnaire for the students and a 25-item questionnaire for the faculty were used in this cross-sectional study.ResultsOverall, 30% of the student sample was satisfied; importantly, high-achieving students (GPA > 3.5) were less satisfied (25 vs. 32%; p = 0.006). Satisfaction was also low (35%) for student-faculty interaction opportunities. About half of the student sample agreed that small-group interactive sessions would improve learning (53%). The most favored course format was the blended mode (43%), followed by traditional (40%) and online modes (17%). Six out of 13 (46%) faculty members were satisfied with their online experiences. Most of them found virtual teaching applications convenient (77%). Conversely, few faculty members agreed to interact effectively (54%), while 69% favored a blended format.ConclusionsThe level of satisfaction in fully online courses offered during the COVID-19 pandemic remained low, especially among high-achieving students. Both students and faculty favored the blended format for future purposes. Small group active-learning strategies and web-based interactive tools may facilitate engagement and student-faculty interactions.

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Section: Discussionsupporting

confidence: 91%

Section: Discussionmentioning

confidence: 99%

Medical Students and Faculty Perceptions About Online Learning During COVID-19 Pandemic: Alfaisal University Experience

Arain

Ali

Arbili

et al. 2022

Front. Public Health

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“…These new possibilities were also keenly observed by Su et al who reviewed hundreds of local publications on the implementation, challenges, and perspectives of virtual classrooms for medical education during COVID-19 and beyond. The publications reviewed were drawn from 2 main local databases: China National Knowledge Infrastructure (CNKI) and The VIP Chinese Journal Platform [ 9 ].…”

Section: Discussionmentioning

confidence: 99%

E-Learning during COVID-19: perspectives and experiences of the faculty and students

Zhang

Liu

et al. 2022

BMC Med Educ

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Background Aimed to corroborate students' and faculty's experiences with e-learning during the current pandemic. Methods A cross-sectional study was conducted from February to June 2020. Seven surveys were distributed electronically to all undergraduate students and the faculty (4 to students and 3 to teachers) at the Southern Medical University (China). Descriptive statistics and t-tests were used to analyze the data. Statistical significance was set at p < .05. Results Most students had some exposure to e-learning prior to the all e-learning regiment, contrasted with close to 90% of teachers having no or very limited experience. Students' perceptions of the most helpful e-learning activities did not change significantly overall (Week 3 vs. Week 9). Approaching 60% of students (Week 9) did find online discussion/Q&A/forum helpful, an increase from less than 30% (Week 3). Among teachers, gaps emerged (Week 9) between e-teaching activities used and their perceived effectiveness. Despite pre-recorded lectures being the most frequently used method, the least gap was associated with live-stream lectures—the least used. Over time, teacher's perceived effectiveness of e-teaching vs. in-person teaching did not differ significantly overall. When the results among students (Week 7) and teachers (Week 9) were corroborated, a slightly higher percentage of teachers viewed online teaching to be less effective than in-person teaching and a slightly higher percentage of teachers viewed online teaching as far less effective. For preferred learning modes after the resumption of in-person learning, students' preferences did not differ significantly overall (Week 3 vs. week 9). Surveys conducted in Week 9 found that a slightly higher percentage of students (~ 70%) than teachers (~ 60%) preferred some forms of hybrid learning and a lower percentage of students preferred face-to-face learning only. Approximately three quarters of teachers responded that at least 50% of course materials could be mastered by students on their own. Conclusions Overall, the perceived effectiveness of e-learning among students and teachers has not changed significantly over time. Nor have students' preferences shifted significantly for various learning modes after the in-person learning resumed. However, informative directional trends have emerged. Our research illustrates empirically the need to corroborate students' and instructors' experiences over time to inform more holistic improvements of e-learning.

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“…Educators have been continuously pursuing effective teaching modes, including the postgraduate education paradigm ( 7 , 13 , 34 , 51 ). The traditional classroom has been in existence for hundreds of years.…”

Section: How To Turn the Disadvantages Of Online Teaching Into Advant...mentioning

confidence: 99%

“…It was hardly conceivable that from the beginning of 2020, online education could replace the face-to-face teaching approach in the classroom with such an abrupt transition as a result of the sudden outbreak of the coronavirus disease 2019 (COVID-19) pandemic. However, in response to the Chinese Ministry of Education's policy requirements of “disrupted classes, uninterrupted learning”, online education, which had previously played an auxiliary and experimental role, has swept through China's basic and higher education almost overnight ( 3 , 5 – 7 ). Teachers and students suffering through this extraordinary period have undergone changes from being caught off guard and preparing nervously to resisting and silently accepting online teaching and then to gradually groping for a normal and orderly method ( 8 , 9 ).…”

Section: Introductionmentioning

confidence: 99%

Enhancement of Online Education to the Teaching Paradigm: Taking Academic Medical Postgraduate Cultivation as an Example

2022

Front. Med.

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BackgroundThe COVID-19 pandemic posed enormous challenges to postgraduate teaching in 2020. Large-scale and continuous online teaching explorations were introduced to cope with this difficult situation, which incidentally shifted the paradigm of postgraduate teaching.PurposeA review of the online teaching of local medical schools for postgraduates was performed to identify the success factors in realizing the practice.MethodsWe retrieved medical postgraduate online teaching publications mainly from the local database, the China National Knowledge Infrastructure (CNKI), via the keywords stated below and then performed a retrospective analysis.ResultsWe analyzed key success factors in improving online learning engagement that were considered exclusive to offline classroom teaching, including emotional interaction, the immediacy of communication, and enthusiasm for participation. With these positive effects, the integration of online and offline teaching advantages is beneficial for the initiative of academic medical postgraduates and promotes the construction and development of medical postgraduate education.ConclusionOnline education can overcome the limitations of time, space, and teaching frequency, with great advantages in terms of flexibility and mobility over traditional classroom teaching. It can effectively cope with difficulties in the education of academic medical postgraduates in challenging times. In the post-pandemic era, blended online and offline teaching approaches continue and will become the new normal pedagogy for the training of medical postgraduate students.

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Online Medical Teaching in China During the COVID-19 Pandemic: Tools, Modalities, and Challenges

Cited by 48 publications

References 31 publications

Medical Students and Faculty Perceptions About Online Learning During COVID-19 Pandemic: Alfaisal University Experience

Medical Students and Faculty Perceptions About Online Learning During COVID-19 Pandemic: Alfaisal University Experience

E-Learning during COVID-19: perspectives and experiences of the faculty and students

Enhancement of Online Education to the Teaching Paradigm: Taking Academic Medical Postgraduate Cultivation as an Example

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