Twelve tips for medical students on how to maximise remote learning

Mittal, Sagar; Lau, Victoria; Prior, Katie; Ewer, J. R.

doi:10.1080/0142159x.2021.1912308

Cited by 9 publications

(4 citation statements)

References 40 publications

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“…9 Prinsip ini sejakan dengan proses pembelajaran aktif yang dapat meningkatkan engagement mahasiswa. 10,11 Pertanyaan-pertanyaan diskusi yang mendorong peserta didik untuk mengintegrasikan dan menerapkan informasi baru lebih mungkin menghasilkan pengalaman belajar dan diskusi yang produktif. Pertanyaan terbuka merangsang lebih banyak partisipasi, terutama jika pertanyaan tersebut mendorong berbagai perspektif dan melibatkan evaluasi, analisis, dan sintesis informasi.…”

Section: Pembahasanunclassified

Enhancing Students’ Engagement Using Interactive Applications in Online Lectures

Utomo

Utama

2022

JPKI

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Background: Online lectures are now increasing in popularity for medical education worldwide. Online lectures were reported effective and efficient and might facilitate a safe learning environment with physical distancing during the COVID-19 pandemic. To date, there is a range of online meeting applications available, namely, Zoom®, GoogleMeet®, Webex®, and many others. The main challenge of online lectures is ensuring students’ engagement throughout the learning activity. Lecturers possess lower control of the class environment online than face-to-face activities. Passive students are also another barrier and concern. This article reviews the use of quizzes and online surveys as interactive applications to increase students’ engagement during online lectures, for instance, Zoom® Polls and Mentimeter ®.Learning Media Review: Zoom® Polls is easy for quizzes and surveys to complement Zoom® meetings. The polls can be used synchronously for large and small-class activities. Meanwhile, Mentimeter® also has a quiz, survey and word cloud as interactive activities during online lectures. Mentimeter® is a web-based application in which the free version allows access to most of its features. The utilization of interactive applications should be carefully prepared to ensure good student engagement but not overly used to prevent possible distractions. Instructions and question items should be made clear and thorough.Conclusion: Survey and interactive presentation applications are offered to present better class and online lecture engagement

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Section: Pembahasanunclassified

Enhancing Students’ Engagement Using Interactive Applications in Online Lectures

Utomo

Utama

2022

JPKI

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“…Effective breaks should include a change in posture to mitigate fatigue and promote concentration [ 40 ]. Mittal et al detailed how remote learning can be made more effective through technology and open-access resources that encourage independent learning [ 41 ].…”

Section: Discussionmentioning

confidence: 99%

Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education

Yeh

Wang

et al. 2023

Medical Education Online

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Background The core principle of HyFlex (‘hybrid’ and ‘flexible’) learning is to maintain learning equity under most circumstances. Within a blended framework in precision medical education, how different preferences of synchronous learning environment influence learning process and outcome is limited. We investigated students’ preclass online video learning experiences and their choices toward synchronous class formats. Methods This was a mixed-methods study. During the 2021 academic year, all 5th-year medical students who had viewed online video clips presenting core concepts were asked to complete a survey on their preference for future synchronous class format (face-to-face, online, or HyFlex) and asked to provide reflective comments on their self-learning. Anonymous survey data, online records, and summative assessment scores (short-term learning outcomes) were collected. Kruskal – Wallis or Chi-square tests were used to compare differences between groups, and multiple linear regression was managed to select the factors associated with various choices. The students’ comments were coded in a descriptive thematic analysis. Results Among 152 medical students, 150 responded to the questionnaires, and 109 provided comments. Medical students spent a median of 32 min online, significantly shorter in the face-to-face group than in the online and HyFlex groups. The online group had a lower preclass video completion rate for certain concepts. The choice was not associated with short-term learning outcomes. Student feedback revealed a higher frequency of multiple themes for each student in the face-to-face and HyFlex groups, and these themes fell into the categories of learning efficiency, focus concentration, and course attractiveness. Conclusions Linking the choice of the class format and learning experiences of preclass online videos sheds light on a step further within a blended framework of precision medical education. Supplement of online interactive elements may help secure learning engagement among students choosing ‘online only’ class format of HyFlex learning.

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“…Some medical education programs supplemented their clinical education activities by teleconferencing clinical task lessons, using surgical simulators, or reviewing surgical procedure videos. Despite these adaptations, it is likely that medical students required additional organization on their parts to get as much as possible out of medical education during COVID-19 (Gordon et al, 2020;Mittal et al, 2022).…”

Section: Medical Education During the Height Of The Covid-19 Pandemicmentioning

confidence: 99%

The experience and impact of COVID-19 on a newly formed university medical office: A comparative survey

Benton

2023

Preprint

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Background: COVID-19 had monumental effects on society and in particular medicine and medical education systems. Medical systems in the United States operate in multiple contexts with interrelated goals, and the context of work strongly influenced how organizations were able to respond to COVID-19 restrictions. This research examines the experience and impact of COVID-19 on the implementation of a Health Resources and Services Administration grant (HRSA) in a newly formed university medical office with the interrelated goals of health policy, health outreach, and health education. Methods: We administered a survey about COVID-19 opportunities and challenges to work unit leaders and their key HRSA project collaborators, comparing responses from direct educational and non-direct educational work units. Findings: While all units within the office were influenced by COVID-19 restrictions, medical education units had more experiences and challenges with statistical significance. In particular, while classroom-based learning is amenable to remoteness experiential learning may not be. COVID-19 restrictions increased the complexity of project work and presented challenges especially in terms of coordinating responses and access to locations. Conclusions: While remoteness is appropriate for some medical education tasks it is less appropriate for others. Program administrators will have to integrate remoteness’ benefits and drawbacks into their organizing for the foreseeable future.

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Twelve tips for medical students on how to maximise remote learning

Cited by 9 publications

References 40 publications

Enhancing Students’ Engagement Using Interactive Applications in Online Lectures

Enhancing Students’ Engagement Using Interactive Applications in Online Lectures

Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education

The experience and impact of COVID-19 on a newly formed university medical office: A comparative survey

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