Perspective of a Teaching Fellow: Innovation in Medical Education: The Changing Face of Clinical Placements During COVID-19

Gami, Mayur; Shah, Shilen; Hossain, Sabir; Hartland, Alexander W.

doi:10.1177/23821205221084935

Cited by 5 publications

(5 citation statements)

References 12 publications

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“…Several recently published short reports described new teaching tools [5], modifications in the curriculum [6,7], and unique arrangements in teaching format [8] during this pandemic. However, there is still a limited understanding of their effectiveness, drawbacks, and student feedback.…”

Section: Introductionmentioning

confidence: 99%

Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

et al. 2023

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Aim The global pandemic of COVID-19 has led to extensive practice of online learning. Our main objective is to compare different online synchronous interactive learning activities to evaluate students’ perceptions. Moreover, we also aim to identify factors influencing their perceptions in these classes. Methods A cross-sectional, questionnaire-based study focusing on clinical year medical students’ perceptions and feedback was conducted between February 2021 –June 2021 at the University of Hong Kong. Online learning activities were divided into bedside teaching, practical skill session, problem-based learning (PBL) or tutorial, and lecture. A questionnaire based on the Dundee Ready Education Environment Measure (DREEM) was distributed to 716 clinical year students to document their perceptions. Results One hundred responses were received with a response rate of 15.4% (110/716, including 96 from bedside teaching, 67 from practical skill session, 104 from PBL/tutorial, and 101 from lecture). For the mean score of the DREEM-extracted questionnaire, online PBL/tutorial scored the highest (2.72 ± 0.54), while bedside scored the lowest (2.38 ± 0.68, p = 0.001). Meanwhile, there was no significant difference when we compared different school years (p = 0.39), age (p = 0.37), gender (p = 1.00), year of internet experience (<17 vs ≥17 years p = 0.59), or prior online class experience (p = 0.62). When asked about students’ preference for online vs face-to-face classes. Students showed higher preferences for online PBL/tutorial (2.06 ± 0.75) and lectures (2.27 ± 0.81). Distraction remains a significant problem across all four learning activities. A multivariate analysis was performed regarding students’ reported behavior in comparison with their perception through the DREEM-extracted questionnaire. The results showed that good audio and video quality had a significant and positive correlation with their perception of online bedside teaching, practical skill sessions, and PBL/tutorial. It also showed that the use of the video camera correlated with an increase in perception scores for lectures. Conclusion The present analysis has demonstrated that students’ perception of different online synchronous interactive learning activities varies. Further investigations are required on minimizing distraction during online classes.

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Section: Introductionmentioning

confidence: 99%

Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

et al. 2023

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“…To support postpartum people and their newborn, we are faced with a difficult challenge: how do we keep the mother and newborn safe from infection while providing space for in-person connections that would mitigate the negative mental health impact of isolation? Creative solutions such as the use of wearables (e.g., hats, backpacks) to ensure physical distancing, 32 – 33 the use of a mix of remote, virtual reality and face-to-face delivery methods, 34 and the careful use of screening protocols and barriers 35 were found in education and work-place settings during the pandemic. Using these strategies in the early postpartum period could help to support new mothers and their families.…”

Section: Discussionmentioning

confidence: 99%

The socioemotional impact of the COVID-19 pandemic on pregnant and postpartum people: a qualitative study

Morden,

Ferris,

Furtmann

2023

cmajo

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Background: The social isolation and safety measures imposed during the COVID-19 pandemic differentially burdened pregnant and postpartum people, disrupting health care and social support systems. We sought to understand the experiences of people navigating pre- and postnatal care, from pregnancy through to the early postpartum period, during the pandemic. Methods: In this qualitative investigation, we conducted semistructured interviews with people residing in British Columbia and Alberta, Canada, during the second half of pregnancy and again at 4–6 weeks’ post partum between June 2020 and July 2021. Interviews were conducted remotely (via Zoom or telephone) and focused on the impact of the COVID-19 pandemic on pre- and postnatal care, birth and labour planning, and the birthing experience. We used content and thematic analysis to analyze the data, and checked patterns using NVivo. Results: We interviewed 19 people during the second half of pregnancy and 18 of these people at 4–6 weeks’ post partum. We identified 7 themes/subthemes describing how the COVID-19 pandemic affected their experiences: disrupted support systems, isolation, disrupted health care experiences (pre- and postnatal care, and labour and birth/hospital protocols), violated social norms (including typical rituals such as baby showers), impact on mental health and unexpected benefits (such as a no-visitor policy in hospitals after the birth, which provided a quiet period to bond with baby). Interpretation: Pregnant and postpartum people were uniquely vulnerable during the COVID-19 pandemic and would have benefited from increased access to support in both health care and social settings. Future work should investigate maternal and infant/child functioning and behaviour to assess the long-term impact of the pandemic on Canadian families and developing children, with an aim to increase support where necessary.

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“…Third, medical students will become a doctor in the near future. It is important to make students understand more about the associated responsibilities and medical humanities [ 7 , 14 , 15 ].…”

Section: Introductionmentioning

confidence: 99%

Study of nonsynchronous online teaching of regional anatomy for international students integrated with medical humanities and local culture during COVID-19 pandemic

Hao

Ding

et al. 2023

Surg Radiol Anat

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Purpose The COVID-19 pandemic imposed unexpected disruptions to anatomical educational practice, the teaching of regional anatomy for international students which has changed to an online format and faces various challenges. The challenges include creating online education homogeneous/equivalent to offline education, introducing local culture to international students, and educating students in medical humanities and ethics. Methods To address these problems, the teaching staff integrated medical humanities and local culture into nonsynchronous online teaching of regional anatomy. Results The nonsynchronous online teaching with interpreted videos of dissections does not significantly affect the experimental and total scores of regional anatomy courses for international students. Integrating medical humanities and local culture into this teaching model is appreciated by them and also has a good teaching effect. Conclusion Students not only gained professional knowledge but also obtained enhanced exposure to local culture and professional spirit from this regional anatomy education.

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Perspective of a Teaching Fellow: Innovation in Medical Education: The Changing Face of Clinical Placements During COVID-19

Cited by 5 publications

References 12 publications

Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

Perception from students regarding online synchronous interactive teaching in the clinical year during COVID-19 pandemic

The socioemotional impact of the COVID-19 pandemic on pregnant and postpartum people: a qualitative study

Study of nonsynchronous online teaching of regional anatomy for international students integrated with medical humanities and local culture during COVID-19 pandemic

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