Training of physical examination techniques in video conferences

Schleicher, I.; Davids, Leif; Latta, Niels; Kreiß, Anja Franziska; Kreuder, Joachim

doi:10.3205/zma001402

Cited by 5 publications

(5 citation statements)

References 5 publications

(5 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Concerning the teaching experiences during the Covid-19 pandemic, multiple studies have described lectures, seminars, and practical courses that were made available via online learning platforms and via online conference systems [22][23][24][25][26]. For example, AlQhtani et al [27] and Zheng et al [28] described few limitations in digitalized practical training.…”

Section: Discussionmentioning

confidence: 99%

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Gottschalk,

Milch,

Albert

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

Introduction Due to the Covid-19 pandemic and the accompanying hygiene regulations, medical students in Germany faced multiple educational and personal challenges. The challenges included the cancellation and digitalisation of courses, the closing of university institutions such as libraries, a decrease in social contacts, and the risk of a Covid-19 infection. The aim of this study was to understand medical students’ pandemic experiences as well as the consequences of these experiences for the students’ future work as physicians. Materials and methods We performed 15 guided, one-on-one interviews with clinical medical students (third to fifth year) at the Otto-von-Guericke-University Magdeburg. Interviews were recorded, transcribed, and anonymised. We performed a qualitative content analysis in accordance with Mayring and thereby formed an inductive category system. The Consolidated Criteria for Reporting Qualitative Research (COREQ) were applied. Results Five categories were inductively formed: “Changes in the teaching experience”, “negative effects on the learning experience”, “decrease in personal social contacts”, “contact with covid-19”, and “pandemic-associated stress increase”. The participating students reported higher levels of stress due to isolation and uncertainty regarding their educational future. Furthermore, students welcomed the digitalisation of lectures, developed individual coping strategies, and voluntarily took part in the care of Covid-19 patients. Limitations to social interactions were perceived as the major restrictive factor to their educational structure, their perceived learning success and personal development. Conclusion This study identified social restrictions as well as didactic and academic structural challenges as relevant factors contributing to perceived stress and fear for medical students during the Covid-19 pandemic, especially as regards their learning experience. Students’ acceptance of digitalised learning may enable regular interaction with university peers and may facilitate a structured educational life. However, the implementation of digital resources could not provide a sufficient substitute for in-person courses.

show abstract

Section: Discussionmentioning

confidence: 99%

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Gottschalk,

Milch,

Albert

et al. 2023

PLoS ONE

View full text Add to dashboard Cite

show abstract

“…The biggest obstacle for the transition to online learning for clinical faculty was finding ways to teach physical examination and procedural skills using an online platform. 24 Therefore, it would be valuable if future research involved surveys to evaluate how clinical faculty use online platforms to teach physical examination and procedural skills and what topics they do not feel are appropriate to teach online. Such information would help university leaders better understand what resources are needed for clinical faculty to teach online successfully.…”

Section: Discussionmentioning

confidence: 99%

“…Additionally, health professions programs often rely on face-to-face instruction to teach certain competencies that require hands-on learning, such as physical examination and procedural skills. 24 Therefore, it is crucial to understand clinical faculty members' perceptions of online learning to help address any barriers because many programs plan to continue online learning in some form.…”

Section: Discussionmentioning

confidence: 99%

Clinical Faculty Perceptions of Online Learning in Health Professions Education

Roberts

Rizzolo

2023

J Physician Assist Educ

View full text Add to dashboard Cite

Introduction The purpose of this study was to investigate clinical faculty perceptions of online learning in health professions education.Methods Clinical faculty members from various health professions programs in New York were surveyed to determine whether there was a relationship between clinical faculty members' attitudes toward online learning competencies and their ability to teach online. Additionally, this study explored what type of impact years of teaching experience and online training had on clinical faculty perceptions of online learning. ResultsThe study received 60 responses from clinical faculty, most of whom were teaching on Long Island, New York. Although the findings were not significant for most variables, a t-test demonstrated a significant statisti-cal difference between online training and faculty perceptions of online learning. When clinical faculty completed online training, they had a more positive attitude toward online learning. The study also found that clinical faculty members' attitudes toward technology in online learning positively influenced their ability to troubleshoot technical issues in online environments. Years of online teaching experience did not affect how clinical faculty perceived online learning; however, clinical faculty with 1-5 years and 6-10 years of teaching experience rated their attitudes and abilities the lowest out of all the groups.Discussion While there appears to be a correlation between faculty perceptions of online learning and online training, more research is needed to objectively determine which specific trainings would be most advantageous.

show abstract

“…Due to the COVID-19 pandemic, a significant share of medical students had to face reductions or total cancelation of on-site medical school courses on short notice, including both lectures, seminars, and hands-on courses. Frequently, curricula were changed from on-campus to exclusively online and hybrid digital teaching formats were introduced [ 3 , 4 , 5 , 9 , 10 , 13 , 15 , 20 , 23 ]. In 2019, we had drafted apposite online courses to prepare medical students how to perform ENT examinations and to deepen their examination skills in on-campus courses.…”

Section: Discussionmentioning

confidence: 99%

“…With on-campus training suspended at large, and thus, limited hands-on courses and rotations offered across specialties, many medical schools resorted to online-only training [ 2 , 3 , 4 , 5 , 6 , 7 , 8 , 9 , 10 , 11 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 ]. Faculties and educators rushed to compile virtual curricula or to transform their curricula into e-learning programs, including clinical skills courses in ENT [ 2 , 3 , 5 , 6 , 7 , 8 , 9 , 10 , 12 , 13 , 14 , 15 , 16 , 17 , 18 , 19 , 20 ]. However, the effectiveness of such training in inducing adequate skill levels in medical students compared to traditional practical training or blended learning has not been fully established yet.…”

Section: Introductionmentioning

confidence: 99%

Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic

Lechner

Haider

Paul

et al. 2022

JPM

View full text Add to dashboard Cite

In medical school, practical capacity building is a central goal. During the COVID-19 pandemic, a shift to online teaching methods in university was mandated in many countries to reduce risk of SARS-CoV-2 transmission. This severely affected the teaching of psychomotor ability skills such as head and neck examination skills, resulting in a share of students that have only been taught such ENT-specific examination skills with online courses; our study aimed to measure performance and capacity of self-evaluation in these students. After completing a new extensive online Ear Nose Throat (ENT) examination course, we conducted a standardized clinical skills exam for nine different ENT examination items with 31 students. Using Likert scales, self-evaluation was based on questionnaires right before the clinical skills exam and objective evaluation during the exam was assessed following a standardized regime. Self-evaluation and objective evaluation were correlated. To compare the exclusive online teaching to traditional hands-on training, a historic cohort with 91 students was used. Objective examination performance after in-classroom or online teaching varied for single examination items while overall assessment remained comparable. Overall, self-evaluation did not differ significantly after online-only and in-classroom ENT skill teaching. Nevertheless, misjudgment of one’s skill level increased after online-only training compared to in-classroom teaching. Highest levels of overestimation were observed after online training in simple tasks. While gender and interest in ENT did not influence self-evaluation and misjudgment, higher age of participants was associated with an overestimation of skills. Medical students with online-only training during the COVID-19 pandemic achieved similar ENT examination skills to those with traditional on-campus training before the pandemic. Nevertheless, students with online-only training were more prone to misjudge their skills when they assessed their skills. Due to the COVID-19 pandemic, current medical students and graduates might therefore lack individual specific psychomotor skills such as the ENT examination, underlining the importance of presence-based teaching.

show abstract

Training of physical examination techniques in video conferences

Cited by 5 publications

References 5 publications

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Medical education during the Covid-19 pandemic long-term experiences of German clinical medical students

Clinical Faculty Perceptions of Online Learning in Health Professions Education

Misjudgment of Skills in Clinical Examination Increases in Medical Students Due to a Shift to Exclusively Online Studies during the COVID-19 Pandemic

Contact Info

Product

Resources

About