The Effect of COVID-19 Pandemic on US Medical Students in their Clinical Years

Qarajeh, Raed; Tahboub, Farah; Rafie, Nikita; Pirani, Nurry; Jackson, Mary Anne; Cochran, Carolyn

doi:10.5195/ijms.2020.508

Cited by 6 publications

(5 citation statements)

References 4 publications

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“…Several studies might support this finding, revealing that indirect e-learning could delay conventional direct learning in many aspects [ 30 ]. In this regard, this was similar to recently published investigations that assessed students’ understanding of online classes during the pandemic of COVID-19 [ 31 – 33 ]. This point might be due to the lack of interaction between lecturers and students in e-learning compared to face-to-face education, specifically for practical courses.…”

Section: Discussionsupporting

confidence: 89%

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

et al. 2023

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Introduction This study investigated medical students’ intended learning outcomes based on e-learning and in-person education. Methods In this cross-sectional comparative analytical study, a group of 126 undergraduate medical students’ intended learning outcomes under two different teaching methods, including e-learning and in-person, were repeatedly measured based on the census sampling method. Participants were in the preclinical curriculum phase (physiopathology) at Mashhad University of Medical Sciences (MUMS), Iran. Due to expert panel opinion, the same medical teachers and similar difficulty of lessons were considered in two investigated academic semesters. In addition, difficulty and discrimination indexes of formative and summative assessments were controlled for two study groups. The students’ learning outcome index was the knowledge test scores participants received in the relevant lessons of the General Medicine (GM) curriculum preclinical courses. Results The findings indicated that students learning outcomes were significantly higher during e-learning than in in-person education for all examined variables (P < 0.05). Moreover, the difference between students’ Grade Point Average (GPA) categories among the two groups was significant (P = 0.022). Students with a GPA of less than 14 experienced higher increments in their average scores after the e-learning compared to in-person education. Compared to face-to-face courses, improvements in pharmacology, theoretical semiology, and pathology scores after e-learning courses were statistically significant (P < 0.001). The differences in mean scores related to practical pathology and semiology in the two approaches were not statistically significant, P = 0.624 and P = 0.149, respectively. Furthermore, the overall students’ average scores increased significantly during e-learning versus in-person education (P < 0.001). Conclusion We concluded that e-learning could be appreciated as a successful method of medical education and can be used as an alternative educational method. However, considering the importance of practical or clinical courses in medical education, further research about the efficacy of the e-learning approach is highly recommended.

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Section: Discussionsupporting

confidence: 89%

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

et al. 2023

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“…O surto de Sars proporcionou uma oportunidade para introduzir e integrar ainda mais a tecnologia da informação nas metodologias de ensino e aprendizagem baseada em problemas (problem-based learning -PBL) nos cursos de Como resultado, esses estudantes de Medicina tiveram oportunidades reduzidas de aprendizado prático 28,29 .…”

Section: Discussionunclassified

Aprendendo com o Imprevisível: Saúde Mental dos Universitários e Educação Médica na Pandemia de Covid-19

Rodrigues

Cardoso

Peres

et al. 2020

Rev. bras. educ. med.

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Resumo: Introdução: A pandemia causada pelo novo coronavírus (Covid-19) promoveu mudanças em todo o mundo, gerando modificações na estrutura organizacional do ensino superior. A educação médica teve que suspender atividades presenciais e estágios práticos, e adotar a metodologia de ensino a distância e avaliações on-line para os discentes de Medicina. Objetivo: Discorrer sobre o impacto da pandemia na saúde mental dos universitários e na educação médica. Método: Trata-se de uma revisão de literatura realizada nas seguintes bases de dados: Scientific Electronic Library Online (SciELO), Literatura Latino-Americana e do Caribe em Ciências da Saúde (LILACS) e Medical Literature Analysis and Retrieval System Online (MEDLINE). Utilizaram-se, na busca de artigos, os Descritores em Ciências da Saúde (DeCS): “saúde mental”, “pandemia”, “educação superior”, “estudantes” e “Covid-19”. Foram considerados estudos com seres humanos e estudos de literatura publicados de 2018 até o momento do levantamento de dados. Resultado: Nas bases de dados, encontraram-se 1.473 artigos que foram submetidos aos critérios de inclusão e exclusão. Desconsiderando a duplicidade em outras bases de dados, obtiveram-se 43 artigos, dos quais 31 foram utilizados nesta revisão de literatura. Tem-se um grande número de estudos experimentais sobre a educação superior que são úteis na disseminação de conhecimento e possibilidade de replicação. Os dados referentes à saúde mental dos estudantes universitários abordam aspectos sobre a presença de transtornos psiquiátricos relacionados à temática, como depressão, ansiedade, e estresse pós-traumático, a partir de testes de triagem diagnóstica, nas variações presencial e on-line. Conclusão: Como os estudantes de Medicina apresentam incertezas sobre o futuro de sua formação em decorrência dessas transformações, são submetidos a uma carga emocional que causa/deflagra danos à saúde mental deles. Existem ainda dúvidas sobre os reflexos desse contexto no período “pós-Covid” e seus impactos na educação médica, assim como sobre a manutenção de medidas adotadas em tempos de crise.

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“…Another research looked at how students felt about online classrooms throughout the epidemic. 1,[27][28][29] Learning from actual patients in a clinical context is critical for medical education, and online learning cannot entirely replace it. Whereas, in our study 58,7% of 4th grades and 75,0% of 5th grades stated that clinical / practical cases presented in online education have a positive value on their education.…”

Section: Discussionmentioning

confidence: 99%

Evaluation of Online Learning Process of Intern Dental Students During the Covid-19 Pandemic Period: A Survey

Keser

Pekiner

2022

Atatürk Üniversitesi Diş Hekimliği Fakültesi Dergisi

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COVID-19 salgını ile ilişkili kısıtlamalar dişhekimliği öğrencilerinin klinik eğitimlerinin askıya alınması ve uzaktan öğrenme yöntemlerine geçilmesine sebep olmuştur. Bu çalışmanın amacı, COVID-19 pandemisinin stajyer dişhekimliği öğrencileri üzerindeki etkisini araştırmak ve öğrencilerin çevrimiçi eğitime bakış açılarını değerlendirmektir.Yöntemler: Çalışmamızda Marmara Üniversitesi Diş Hekimliği Fakültesi'nde öğrenim gören 75 4. ve 60 5. sınıf öğrencisine Google Forms kullanılarak katılımcıların uzaktan eğitim/çevirimiçi eğitim ile ilgili tutum ve algılarına ilişkin 7 sorudan oluşan online anket uygulanmıştır. Istatistiksel analiz için IBM SPSS Statistics 25.0 (IBM SPSS, Türkiye) programı kullanılmıştır.Bulgular: Öğrencilerin çoğunun (%71.9) teknoloji tabanlı eğitimle kendini rahat hissettiği, %45.,9'unun uzaktan eğitimi takip etmede daha az motive olmuş hissettiği saptanmıştır. 4. ve 5. Sınıf öğrencileri arasında pandemi nedeniyle eğitim deneyimlerini kaçırdığını ve derslerin bir kısmı için yüz yüze telafi programlarının yapılması gerektiğini düşünen öğrenciler arasında istatistiksel olarak anlamı fark bulgulanmıştır (P < ,05).Sonuç: Veriler, öğrencilerin çoğunun çevrimiçi sistem ve teknoloji kullanılarak yapılan eğitime karşı olumlu tutum sergilediklerini göstermektedir.

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The Effect of COVID-19 Pandemic on US Medical Students in their Clinical Years

Cited by 6 publications

References 4 publications

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

Are students performing the same in E-learning and In-person education? An introspective look at learning environments from an Iranian medical school standpoint

Aprendendo com o Imprevisível: Saúde Mental dos Universitários e Educação Médica na Pandemia de Covid-19

Evaluation of Online Learning Process of Intern Dental Students During the Covid-19 Pandemic Period: A Survey

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