Virtual auscultation course for medical students via video chat in times of COVID-19

Rüllmann, Nils; Lee, Unaa; Klein, Kathrin; Malzkorn, Bastian; Mayatepek, Ertan; Schneider, Matthias; Döing, Carsten

doi:10.3205/zma001395

Cited by 8 publications

(6 citation statements)

References 14 publications

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“…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

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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.

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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

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“…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

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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.

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“…In the latter case, we are faced with a number of problems that make training di cult: the presence of a patient with thematic pathology in the clinic, ethical problems (the patient's consent to examination by a student, a high ratio of students to patients, the short duration of exposure also (may be due to the severity of the patient's condition, or the patient's refusal to cooperate for educational purposes). In addition, to these challenges, the prevalence of COVID-19 has also presented restrictions on the educational process [9].…”

Section: Medical Simulation Technologymentioning

confidence: 99%

“…It should be noted that many studies of the effectiveness of simulation technologies relate to assessing student satisfaction with these technologies [9]. This feedback helps to improve the quality of training students as simulation technologies are introduced [11].…”

Section: Medical Simulation Technologymentioning

confidence: 99%

Implementation of Virtual Reality for Teaching Auscultation to 3rd Year Medical Students

Dotsenko

Sholkava

Novikova

et al. 2022

Preprint

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Background. Auscultation is one of the fundamental skills of a doctor in the physical examination of the patient. Virtual reality (VR) training has been used last several years in medical education. The aim of the project is to compare the effectiveness of lung and heart auscultation training using traditional teaching methods and virtual reality technology. Methods. The study was conducted the Belarusian State Medical University. 77 students of 3rd year studying clinical medicine were divided into 2 groups: a group of students who studied in virtual reality (VR protocol, n = 28), and a comparison group - students who studied without using virtual technology (classic scenario, CS protocol, n = 49). VR auscultation was taught using the Oculus Quest 2 headset with software that allows auscultation of the heart and lungs. The study continued throughout the semester. Results. When listening to the control records of lung sounds after the end of training, it turned out that VR group students recognized sounds somewhat better than the students of the CS group (54.5 vs 38.3%), p = 0.010. Heart sound recognition in the VR group was slightly better compared to the CS group (44.6% vs 37.0%), p-0.232. At the final control of testing the knowledge retained on auscultation, which was carried out 3 months after the end of the study of auscultation, it turned out that long-term results were better in the VR group. In recognizing lung sounds, students on the CS protocol performed slightly better (41.7% versus 36.9% for the VR protocol). On cardiac auscultation, the situation was reversed: the VR protocol group recognized sounds in 56.1% of cases, versus 25.4% in the CS protocol group. In all, VR group recognized 47.6% respiratory and heart sounds versus 33.4% in C group, p-0.003. Conclusion. Our data suggest that VR technologies are quite superior in learning efficiency as compared to traditional teaching methods of auscultation and can be used as a supplementary form of teaching.

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Virtual auscultation course for medical students via video chat in times of COVID-19

Cited by 8 publications

References 14 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

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

Implementation of Virtual Reality for Teaching Auscultation to 3rd Year Medical Students

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