Rescuing medical education in times of COVID-19

Jones, Virginia; Clark, Kayla; Puyana, Carolina; Tsoukas, Maria M.

doi:10.1016/j.clindermatol.2020.12.010

Cited by 16 publications

(16 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…As Jones et al highlight in their article, adaptability and innovation will play a pivotal role in doctors improvising as educators in these testing times. 1 The modifications in dermatopathology resident training has its perceived benefits and limitations (see Table 1 ); however, only time will disclose the long term effects of these changes. We remain optimistic and hope that we emerge as better doctors and better teachers on the other side of this tribulation.…”

Section: Discussionmentioning

confidence: 99%

“…In an interesting and thoughtful presentation, Jones et al highlight the disruption of resident and medical student dermatology training caused by the coronavirus disease 2019 (COVID-19) pandemic. 1 Considering the current uncertain and unprecedented circumstances, this article is timely for all those involved in educating dermatological sciences to our next generation. As dermatopathology is an important component of dermatology training, the authors aptly emphasize the modifications made in the learning approach of this discipline by concisely communicating important points in a dedicated section.…”

mentioning

confidence: 99%

See 1 more Smart Citation

Dermatopathology resident training and education during the COVID-19 pandemic: Challenges faced and lessons learned

Mahmood

2021

Clinics in Dermatology

View full text Add to dashboard Cite

Section: Discussionmentioning

confidence: 99%

mentioning

confidence: 99%

Dermatopathology resident training and education during the COVID-19 pandemic: Challenges faced and lessons learned

Mahmood

2021

Clinics in Dermatology

View full text Add to dashboard Cite

“…1 ). Although there have been several studies reported in the literature regarding residencies and fellowships converting to an online platform [ 9 – 11 ], there are few reports evaluating an online educational platform for preclinical medical students, and even fewer, if any, that describe data from the USA. A study by Kim et al found that in a South Korean medical school, student academic achievement did not change significantly in 3 subjects (histology, gastrointestinal system, and circulatory system), decreased significantly in 2 subjects (anatomy and respiratory systems), and increased significantly in biochemistry [ 12 ].…”

Section: Discussionmentioning

confidence: 99%

A New Normal: Assessment Outcomes and Recommendations for Virtual Versus In-Person Curricula in Post-COVID-19 Times

et al. 2022

View full text Add to dashboard Cite

Introduction COVID-19 response efforts that began in March 2020 prompted an urgent need to transition medical education from an in-person to a virtual format. Our aim is to provide evaluation of a virtual platform for a fully integrated curriculum to provide future guidance in teaching methods. Materials and Methods We used summative assessments and course evaluations from pre- and post-transition from in-person to virtual delivery of educational content to measure the impacts of this transition on student performance and perceptions. Additionally, we surveyed students about their in-person versus online educational preferences. Results There were no statistically significant differences in student knowledge acquisition as assessed by weighted averages of summative assessments when comparing an in-person to a virtual educational platform. While the transition to virtual learning was initially well-received by students, our studied cohorts gave lower scores for the overall learning experience after prolonged virtual learning ( p < 0.001). Students had a strong preference that anatomy and other group sessions should be delivered in-person. There was no strong preference whether other learning modalities should be given in-person or virtually. Conclusions Although student knowledge acquisition remained stable on a virtual platform, the student learning experience varied. We recommend that when returning to a new normal after COVID-19 restrictions are lifted, sessions that require 3-dimensional or group learning should remain in-person, while other educational activities may be offered on a virtual platform and that, whenever virtual learning is employed, attention be paid to ensuring ongoing social and academic engagement between learners and faculty.

show abstract

“…The integration of gamification elements into a CRS is a feasible settlement to tackle overcrowded classrooms, which prevent adequate communication with students. Moreover, these systems enable safe and sustainable education to face the new reality caused by COVID-19 [ 105 ]. In the synchronous education, a gamified CRS can be used in live interactive lessons by videocalls, whereby instructors and students are able to interact in real-time.…”

Section: Discussionmentioning

confidence: 99%

Effects of Gamification on the Benefits of Student Response Systems in Learning of Human Anatomy: Three Experimental Studies

Fernández-Alemán

García‐Berná

González

et al. 2021

IJERPH

View full text Add to dashboard Cite

This paper presents three experiments to assess the impact of gamifying an audience response system on the perceptions and educational performance of students. An audience response system called SIDRA (Immediate Audience Response System in Spanish) and two audience response systems with gamification features, R-G-SIDRA (gamified SIDRA with ranking) and RB-G-SIDRA (gamified SIDRA with ranking and badges), were used in a General and Descriptive Human Anatomy course. Students participated in an empirical study. In the academic year 2019–2020, a total of 90 students used RB-G-SIDRA, 90 students employed R-G-SIDRA in the academic year 2018–2019, and 92 students used SIDRA in the academic year 2017–2018. Statistically significant differences were found between final exam grades obtained by using RB-G-SIDRA and SIDRA, U = 39.211 adjusted p = 0.001 and RB-G-SIDRA and R-G-SIDRA U = 31.157 adjusted p = 0.015, thus finding strong evidence with respect to the benefit of the badges used in RB-G-SIDRA. Moreover, in the students’ SIDRA systems scores, statistically significant differences were found between RB-G-SIDRA and SIDRA, U = −90.521 adjusted p < 0.001, and between R-G-SIDRA and SIDRA, U = −87.998 adjusted p < 0.001. Significant correlations between individual and team scores were also found in all of the tests in RB-G-SIDRA and G-SIDRA. The students expressed satisfaction, engagement, and motivation with SIDRA, R-G-SIDRA, and RB-G-SIDRA, thus obtaining a final average assessment of 4.28, 4.61, and 4.47 out of 5, respectively. Students perform better academically with gamified versus non-gamified audience response systems. Findings can be used to build a gamified adaptive learning system.

show abstract

Rescuing medical education in times of COVID-19

Cited by 16 publications

References 37 publications

Dermatopathology resident training and education during the COVID-19 pandemic: Challenges faced and lessons learned

Dermatopathology resident training and education during the COVID-19 pandemic: Challenges faced and lessons learned

A New Normal: Assessment Outcomes and Recommendations for Virtual Versus In-Person Curricula in Post-COVID-19 Times

Effects of Gamification on the Benefits of Student Response Systems in Learning of Human Anatomy: Three Experimental Studies

Contact Info

Product

Resources

About