Teleconferencing in Medical Education: A Useful Tool

Lamba, Pankaj

doi:10.4066/amj.2011.823

Cited by 52 publications

(51 citation statements)

References 18 publications

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“…The bene t of videoconferencing and e-learning systems in medical education has previously been shown, with the opportunity of not only delivering lectures or tutorials, but to present invasive procedures as well. 16,17 In addition, an online focus group qualitative study found a good acceptance rate of synchronized online learning by students during the COVID-19 pandemic. 18 Both students and instructors found our virtual course effective and acceptable in replacing in-person learning and bed-side sessions to keep education continuous during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

The efficacy of intensive therapy and anaesthesiology virtual distance learning among fifth-year medical students during the COVID-19 pandemic: a cross-sectional study

Kovács¹,

Kállai²,

Fritúz³

et al. 2020

Preprint

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Background: The coronavirus disease (COVID-19) brought several challenges in medical education. The aim of our study was to investigate whether virtual trainings (VT) organized during the COVID-19 pandemic at our university were effective in replacing in-person bed-side education in intensive therapy and anaesthesiology among fifth-year medical students, both from students' and instructors' perspectives. Methods: This was a cross-sectional study consisting of three parts: a 20-item students' questionnaire filled out by students participating in VT, a 22-item instructors' questionnaire filled out by instructors taking part in virtual education and a 20-item knowledge test completed by students participating in VT, as well as by students visiting bed-side trainings (BT) during the same semester, before COVID-19 pandemic. The questionnaires focused on effectiveness, content, self-preparedness, technical background and interactivity of VT. Instructors' and students' responses given to the common questions, as well as the knowledge test results were compared. Mann-Whitney U test was used for group comparisons and binary logistic regression was performed to analyse the influence of previous health-care experience on students' feeling of self-preparedness. Results: 113 students (68% response rate) and 29 instructors (97% response rate) filled out the questionnaires. The majority of students found our VT useful and effective; however, a considerable number of participants felt disadvantaged by taking a virtual course instead of bed-side learning sessions and would recommend to keep virtual distance learning methods combined with BT. Instructors found VT overall effective and deemed the transfer of their knowledge satisfactory; however, they described worse interactivity and contact with students during virtual sessions compared to in-person teaching. Instructors showed a clearer consensus that VT should not replace BT in the future, while students’ answers were more divided in this regard. Previous health-care experience did not influence students' feeling of self-preparedness. One hundred and twenty-seven students (56 after VT and 71 after BT) completed the end-of-semester knowledge test. Students participating in VT performed better than students visiting BT (median score VT:83.5 vs BT:77.3; p=0.015). Conclusions: The new curriculum incorporating virtual practice sessions was effective in maintaining continuous education of intensive therapy and anaesthesiology among fifth-year medical students during the COVID-19 outbreak.

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Section: Discussionmentioning

confidence: 99%

The efficacy of intensive therapy and anaesthesiology virtual distance learning among fifth-year medical students during the COVID-19 pandemic: a cross-sectional study

Kovács¹,

Kállai²,

Fritúz³

et al. 2020

Preprint

View full text Add to dashboard Cite

show abstract

“…The biggest barrier to participation was poor audio quality due to loud ambient sounds such as patient alarms and the inability to hear conversations due to distance from the conference speaker. Care should be taken to configure the speaker closely to the person speaking in the unit to try to minimize audio interference that can take away from the learning environment [ 25 ]. One method found to improve sound was to place the Bluetooth conference speaker on a rolling cart in the middle of the rounding team, allowing it to be easy moved closer to the team member speaking.…”

Section: Discussionmentioning

confidence: 99%

Interprofessional ECMO telerounding: a novel approach to neonatal ECMO clinical participation and education

et al. 2020

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Objective Determine the feasibility, strengths, and barriers of offering extracorporeal membrane oxygenation (ECMO) telerounding to neonatal intensive care unit (NICU) care providers. Study design NICU providers were invited to join ECMO rounds by teleconference. Data were collected on telerounding participation and ECMO concepts discussed. A survey was sent to all providers. Results From March 2018 to February 2020, telerounding on 24 neonatal ECMO patients (168 ECMO days) was performed in a Level IV NICU. A mean of four providers joined telerounds per ECMO day with an increase from 3 to 6 providers over the study period. Nearly all respondents felt telerounding lowered barriers to attending ECMO rounds (94%), promoted engagement (89%), and improved continuity of care (78%). Barriers to ECMO telerounding were suboptimal audio connections and limited ability to participate in the clinical discussion. Conclusion ECMO telerounding is well-received by NICU providers. It can improve provider participation, complement existing in-person ECMO rounds, and ECMO education.

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“…Video links have already been introduced in certain specialities including psychiatry and neurology to deliver undergraduate17 18 and postgraduate teaching 19. The main advantages observed included removing geographical barriers for national and international experts to deliver teaching sessions and eliminating the cost of travelling 18 19.…”

Section: Discussionmentioning

confidence: 99%

Modernising ophthalmology teaching: introducing a live and interactive video link

et al. 2017

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The Health Education Thames Valley (HETV) Ophthalmology training programme holds compulsory weekly afternoon teaching sessions in Oxford. Traditionally, trainees travelled considerable distances to attend this teaching. Commuting is a known stress factor and car use has environmental, monetary and health costs. To reduce trainee costs, travelling time and improve teaching experience, we introduced an interactive and live video link across HETV. Teaching sessions were broadcast live using free videolink software between 3 sites. New hardware cost £200 per site. Attendees completed weekly feedback questionnaires on the videolink over 9 months. Over this period, the deanery had 22 trainees with 12 working outside Oxford. Projected annual travel savings were calculated. On average 10.8 trainees (49.1%) completed weekly questionnaires: 5.1 (range:3–8) were trainees working outside Oxford and 5.6 trainees (range 3–10) working in Oxford. Attendee responses showed on average: 78.6% learnt as much as attending in person; 91.17% felt interaction through the videolink was adequate; and 94.6% remained keen on telecommuting. Of the trainees in Oxford, 26.5% felt that the videolink interfered with the teaching session. The average videolink quality rating was 3.73 (1:poor; 5:excellent). Annually, the videolink will save each trainee working outside Oxford an average of 2120 kilometres in travel and £594 in expenses. Most attendees felt the videolink was a valuable tool in delivering teaching sessions. It eliminates unnecessary journeys and travel related stress. Within HETV, a £600 initial investment for new hardware would save trainees approximately £7128 annually. There is potential in expanding the role of the videolink to allow guest speakers worldwide to easily contribute to teaching sessions, eliminating unnecessary travel. This model could be adapted to postgraduate training programmes nationally to improve trainee wellbeing by reducing travelling time and costs.

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Teleconferencing in Medical Education: A Useful Tool

Cited by 52 publications

References 18 publications

The efficacy of intensive therapy and anaesthesiology virtual distance learning among fifth-year medical students during the COVID-19 pandemic: a cross-sectional study

The efficacy of intensive therapy and anaesthesiology virtual distance learning among fifth-year medical students during the COVID-19 pandemic: a cross-sectional study

Interprofessional ECMO telerounding: a novel approach to neonatal ECMO clinical participation and education

Modernising ophthalmology teaching: introducing a live and interactive video link

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