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1.
BMC Med Educ ; 20(1): 416, 2020 Nov 10.
Artigo em Inglês | MEDLINE | ID: mdl-33167960

RESUMO

BACKGROUND: Croatia has closed all educational institutions after 32 cases of SARS-CoV-2 infection were confirmed and switched to exclusive e-learning. Health sciences university students may have been particularly affected with this change due to a lack of practical education. It is not known how health sciences students and schools have adjusted to exclusive e-learning. This study aimed to explore attitudes and concerns of health sciences students in Croatia regarding the complete switch to e-learning during the COVID-19 pandemic. METHODS: Eligible participants were students from 9 institutions offering university-level health sciences education in Croatia enrolled in the academic year 2019/2010, and participating in e-learning. Data were collected with a questionnaire distributed via email during April/May 2020. RESULTS: A total of 2520 students (aged 25.7 ± 7.7 years) responded to the questionnaire (70.3% response rate). General satisfaction with exclusive e-learning was rated with average grade of 3.7 out of 5. Compared with previous education, exclusive e-learning was rated with average grade of 3.2 out of 5. Compared to classroom learning, equal or higher motivation to attend exclusive e-learning was reported by 64.4% of participants. With a longer duration of exclusive e-learning, equal or higher motivation was reported by 65.5% of participants. Less than half of the students indicated they felt deprived or concerned due to the lack of practical lessons. Most participants indicated that in the future, they would prefer to combine classic classroom and e-learning (N = 1403; 55.7%). CONCLUSIONS: Most health sciences students were satisfied with the exclusive e-learning, as well as their personal and institutional adjustment to it. Students' feedback can help institutions to improve the exclusive e-learning experience for students in the time of the pandemic.


Assuntos
Betacoronavirus , Instrução por Computador , Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação de Graduação em Medicina/organização & administração , Pneumonia Viral/epidemiologia , Estudantes de Medicina/psicologia , Adulto , Atitude , Croácia , Feminino , Humanos , Masculino , Pandemias , Inquéritos e Questionários , Adulto Jovem
2.
Hum Resour Health ; 18(1): 81, 2020 10 28.
Artigo em Inglês | MEDLINE | ID: mdl-33115494

RESUMO

BACKGROUND: Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. METHODS: Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. RESULTS: A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. DISCUSSION: The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. CONCLUSION: Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação Médica/organização & administração , Pessoal de Saúde/educação , Pneumonia Viral/epidemiologia , Melhoria de Qualidade , Humanos , Pandemias , Avaliação de Programas e Projetos de Saúde , Ensaios Clínicos Controlados Aleatórios como Assunto
3.
BMC Med Educ ; 20(1): 341, 2020 Oct 02.
Artigo em Inglês | MEDLINE | ID: mdl-33008392

RESUMO

BACKGROUND: As COVID-19 has been declared as a pandemic disease by the WHO on March 11th, 2020, the global incidence of COVID-19 disease increased dramatically. In response to the COVID-19 situation, Jordan announced the emergency state on the 19th of March, followed by the curfew on 21 March. All educational institutions have been closed as well as educational activities including clinical medical education have been suspended on the 15th of March. As a result, Distance E-learning emerged as a new method of teaching to maintain the continuity of medical education during the COVID-19 pandemic related closure of educational institutions. Distance E-Learning is defined as using computer technology to deliver training, including technology-supported learning either online, offline, or both. Before this period, distance learning was not considered in Jordanian universities as a modality for education. This study aims to explore the situation of distance E-learning among medical students during their clinical years and to identify possible challenges, limitations, satisfaction as well as perspectives for this approach to learning. METHODS: This cross-sectional study is based on a questionnaire that was designed and delivered to medical students in their clinical years. For this study, the estimated sample size (n = 588) is derived from the online Raosoft sample size calculator. RESULTS: A total of 652 students have completed the questionnaire, among them, 538 students (82.5%) have participated in distance learning in their medical schools amid COVID-19 pandemic. The overall satisfaction rate in medical distance learning was 26.8%, and it was significantly higher in students with previous experience in distance learning in their medical schools as well as when instructors were actively participating in learning sessions, using multimedia and devoting adequate time for their sessions. The delivery of educational material using synchronous live streaming sessions represented the major modality of teaching and Internet streaming quality and coverage was the main challenge that was reported by 69.1% of students. CONCLUSION: With advances in technologies and social media, distance learning is a new and rapidly growing approach for undergraduate, postgraduate, and health care providers. It may represent an optimal solution to maintain learning processes in exceptional and emergency situations such as COVID-19 pandemic. Technical and infrastructural resources reported as a major challenge for implementing distance learning, so understanding technological, financial, institutional, educators, and student barriers are essential for the successful implementation of distance learning in medical education.


Assuntos
Betacoronavirus , Medicina Clínica/educação , Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação de Pós-Graduação em Medicina/organização & administração , Pneumonia Viral/epidemiologia , Adulto , Instrução por Computador , Estudos Transversais , Currículo , Feminino , Humanos , Jordânia , Masculino , Pandemias , Inquéritos e Questionários , Adulto Jovem
4.
Nurs Leadersh (Tor Ont) ; 33(3): 15-19, 2020 Sep.
Artigo em Inglês | MEDLINE | ID: mdl-33097101

RESUMO

In a high-speed pivot never seen before in post-secondary education in Canada, the COVID-19 pandemic upended every facet of academia. Almost overnight the system transitioned to remote teaching, empty campuses and research stoppages. Nursing school administrators were asked to make hundreds of decisions daily to ensure the safety of students, faculty and staff while maintaining education standards. Several months into the pandemic, circumstances are still far from normal as we continue to expect the unexpected and prepare to be nimble agents of change in the months ahead. This commentary outlines my observations as a faculty member during the past few months.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Docentes de Enfermagem/psicologia , Pandemias , Pneumonia Viral/epidemiologia , Escolas de Enfermagem/organização & administração , Canadá/epidemiologia , Humanos
5.
Artigo em Inglês | MEDLINE | ID: mdl-33028002

RESUMO

This study examined the difficulties of running online physical education classes in the context of coronavirus disease 2019 (COVID-19) and used the findings to develop an efficient operation plan to address these difficulties. Six middle and high school physical education teachers participated; three were experts in online physical education and active in the Korea Council School Physical Education Promotion, and three were recommended teachers making efforts to improve the online classes offered by the Korea Ministry of Education. A qualitative case study method employing phenomenological procedures to collect and analyze the data was used. The difficulties of operating middle and high school online physical education classes for the first time included (1) the monotony of the classes within their limited environmental conditions and limited educational content that did not adequately convey the value of physical education, (2) trial-and-error methods applied nationwide, resulting from a lack of expertise in operating online physical education classes, and (3) very limited evaluation guidelines proposed by the Korea Ministry of Education, which made systematic evaluation with online methods impossible. To address the identified problems and facilitate the efficient operation of online physical education classes, changes in strategic learning methods are needed to understand online physical education characteristics and thereby better communicate the value of physical education. It is also necessary to cultivate teaching expertise through sharing online physical education classes, where collaboration among physical education teachers is central. In addition, evaluation processes should be less formal to encourage active student participation.


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação a Distância/organização & administração , Pandemias/prevenção & controle , Educação Física e Treinamento/métodos , Pneumonia Viral/prevenção & controle , Infecções por Coronavirus/epidemiologia , Eficiência Organizacional , Humanos , Pneumonia Viral/epidemiologia , República da Coreia/epidemiologia , Instituições Acadêmicas , Estudantes/psicologia
6.
Med Ref Serv Q ; 39(4): 406-410, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33085947

RESUMO

Collaboration between several College of Medicine departments, including the library, resulted in a creation of a new service for faculty during the COVID-19 pandemic crisis. By combining efforts, support for teaching online became a united effort and much less daunting for faculty, who could consult one group for online teaching support, rather than three or four different entities. The resulting endeavor led to a website FAQ and consulting email address that is accessible to all faculty to provide focused and timely technology and education assistance to faculty.


Assuntos
Instrução por Computador/métodos , Infecções por Coronavirus , Educação a Distância/organização & administração , Tecnologia Educacional/organização & administração , Docentes de Medicina/educação , Bibliotecas Médicas/organização & administração , Pandemias , Pneumonia Viral , Faculdades de Medicina/organização & administração , Adulto , Betacoronavirus , Currículo , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Estudos de Casos Organizacionais , Pennsylvania
7.
Med Ref Serv Q ; 39(4): 399-405, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33085949

RESUMO

When COVID-19 was recognized as a global pandemic and offices, clinics, and academic centers closed in the spring of 2020, many librarians found themselves answering reference questions, teaching, meeting, facilitating access to information resources, and organizing resources remotely. In the transition from traditional offices and workspaces to work from home, librarians and their administrations faced many challenges and adapted to a variety of new technologies. Video-conferencing and phone-forwarding tools were being used in new ways or for the first time. Instead of addressing technology that librarians adopted or adapted in greater numbers during the global pandemic, this column will examine an attitude of care and approach to technology called "compassionate computing" that helped ease the transition to work from home during an unprecedented time.


Assuntos
Atitude Frente aos Computadores , Infecções por Coronavirus/psicologia , Educação a Distância/organização & administração , Empatia , Bibliotecários/psicologia , Bibliotecas Médicas/organização & administração , Serviços de Biblioteca/organização & administração , Pneumonia Viral/psicologia , Adulto , Betacoronavirus , Feminino , Humanos , Masculino , Pessoa de Meia-Idade , Pandemias , Estados Unidos
8.
Med Ref Serv Q ; 39(4): 344-358, 2020.
Artigo em Inglês | MEDLINE | ID: mdl-33085950

RESUMO

In this case study, the University of Nevada, Las Vegas Health Sciences Library describes how a flexible and technology-focused service model, liaison relationships, and individual expertise all contributed towards rapid mobilization of online instruction, virtual library services, and new resources to keep pace with the sudden needs of their user communities in the School of Medicine, School of Dental Medicine and local Las Vegas community prior to and during stay-at-home mandates related to the COVID-19 global pandemic of 2020.


Assuntos
Centros Médicos Acadêmicos/organização & administração , Infecções por Coronavirus , Educação a Distância/organização & administração , Bibliotecas Digitais/organização & administração , Bibliotecas Médicas/organização & administração , Serviços de Biblioteca/organização & administração , Pandemias , Pneumonia Viral , Betacoronavirus , Humanos , Nevada , Estudos de Casos Organizacionais
9.
Curr Urol Rep ; 21(12): 50, 2020 Oct 22.
Artigo em Inglês | MEDLINE | ID: mdl-33090272

RESUMO

PURPOSE OF REVIEW: This article aims to describe the impact of the COVID-19 pandemic on American urology trainees, with a focus on virtual learning initiatives. RECENT FINDINGS: Urological education was forced to rapidly adapt to the COVID-19 pandemic in 2020. Significant challenges included quarantines, redeployment of residents and faculty, and suspension of regularly scheduled conferences. In response, urologists across the country adopted web-based platforms to develop virtual lecture series to fill the gap. Popular programs for residents included UCSF's COViD (Collaborative Online Video Didactics) series and the New York Section of the American Urological Association's EMPIRE (Educational Multi-institutional Program for Instructing REsidents) series. Virtual education programs have enabled urology trainees to pursue their education during the pandemic. While the long-term impact of the pandemic on urology training remains unknown, some good may be found in the innovative solutions that have arisen in urology education.


Assuntos
Betacoronavirus , Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Internato e Residência/organização & administração , Pneumonia Viral/epidemiologia , Urologia/educação , Infecções por Coronavirus/prevenção & controle , Infecções por Coronavirus/transmissão , Humanos , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Pneumonia Viral/transmissão , Estados Unidos , Realidade Virtual
10.
J Nurs Educ ; 59(10): 570-576, 2020 Oct 01.
Artigo em Inglês | MEDLINE | ID: mdl-33002163

RESUMO

BACKGROUND: In March 2020, due to the COVID-19 pandemic, universities halted in-person education and health care pivoted to telehealth delivery models. This article describes a nurse-led educational program that transitioned to fully online delivery to prepare interprofessional teams of health care students to use telehealth during the pandemic and beyond. METHOD: Participants included 67 students from seven professions. Researchers developed "the four Ps of telehealth" model to guide the curriculum. The program used pre- and postassessments including the Confidence in Planning for Telehealth Scale, the Telehealth Etiquette Knowledge Scale, and the Confidence in Providing Telehealth Scale. RESULTS: There were significant improvements in scores on all scales following the program (p = .000). CONCLUSION: The results suggest that comprehensive telehealth education should focus on more than just delivering telehealth but also planning and preparing for its delivery. Programs such as this online program can serve as a model for future telehealth programs to prepare providers. [J Nurs Educ. 2020;59(10):570-576.].


Assuntos
Infecções por Coronavirus/prevenção & controle , Educação a Distância/organização & administração , Educação em Enfermagem/organização & administração , Relações Interprofissionais , Pandemias/prevenção & controle , Pneumonia Viral/prevenção & controle , Telemedicina/organização & administração , Adulto , Infecções por Coronavirus/epidemiologia , Currículo , Feminino , Humanos , Masculino , Modelos Educacionais , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pneumonia Viral/epidemiologia , Estudantes de Enfermagem/psicologia , Estudantes de Enfermagem/estatística & dados numéricos , Estados Unidos/epidemiologia , Adulto Jovem
11.
J Trauma Stress ; 33(5): 634-642, 2020 10.
Artigo em Inglês | MEDLINE | ID: mdl-33007149

RESUMO

In response to COVID-19, continued workforce training is essential to ensure that evidence-based treatments are available on the frontline to meet communities' ongoing and emerging mental health needs. However, training during a pandemic imposes many new challenges. This paper describes a multisite training and implementation pilot program, facets of which allowed for continued training despite the onset of the COVID-19 pandemic and subsequent social distancing guidelines. This virtual facilitated learning collaborative in Written Exposure Therapy, an evidence-based treatment for posttraumatic stress disorder, included virtual workshop training, phone-based clinical consultation, implementation-focused video calls for program leadership, and program evaluation. Data are presented about program enrollees and patient impact following the onset of COVID-19-related social distancing restrictions. Challenges, successes, and practical guidance are discussed to inform the field regarding training strategies likely to be durable in an uncertain, dynamic healthcare landscape.


Assuntos
Infecções por Coronavirus/psicologia , Educação a Distância/organização & administração , Terapia Implosiva/educação , Pneumonia Viral/psicologia , Transtornos de Estresse Pós-Traumáticos/terapia , Betacoronavirus , Medicina Baseada em Evidências/métodos , Humanos , Pandemias , Desenvolvimento de Programas/métodos , Transtornos de Estresse Pós-Traumáticos/psicologia , Redação
12.
Indian J Ophthalmol ; 68(11): 2399-2403, 2020 Nov.
Artigo em Inglês | MEDLINE | ID: mdl-33120627

RESUMO

Purpose: The aim of this study was to assess awareness about online classes and to assess if they can aid learning in the field of medicine amid lockdown. Methods: Online survey comprising a questionnaire related to the aspects of online teaching was undertaken. There were 16 questions, and responses were collected from undergraduates, postgraduates, and the teaching faculties. Results: Online classes were viewed favorably by the vast majority of respondents. Out of 412 respondents 79.9% actively attended the classes. While 42% felt the timings were inappropriate as they clashed with duty hours, a set of 35% had difficulty understanding the content and most of them were undergraduates. Poor internet connection was a main hindrance identified. In total, 69.2% respondents were happy with the feasibility of the classes and believed these classes had the advantage of being economical as they offered exposure to national and international faculty from the comfort of their homes. Conclusion: Conducting online classes on a national scale is a herculean task for a developing country because of poor internet connectivity and deficient access to high-speed broadband services. Nevertheless, their popularity among students during the current crisis shows that it is a very pragmatic and feasible teaching option and can definitely supplement traditional classroom teaching.


Assuntos
Betacoronavirus , Instrução por Computador/métodos , Infecções por Coronavirus/epidemiologia , Países em Desenvolvimento , Educação a Distância/organização & administração , Educação Médica/organização & administração , Pneumonia Viral/epidemiologia , Quarentena/estatística & dados numéricos , Adolescente , Adulto , Idoso , Estudos Transversais , Feminino , Humanos , Índia/epidemiologia , Masculino , Pessoa de Meia-Idade , Pandemias , Inquéritos e Questionários , Adulto Jovem
13.
J Nurs Educ ; 59(9): 514-517, 2020 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-32865585

RESUMO

BACKGROUND: The COVID-19 global pandemic brought mandatory shelter-in-place orders, disrupting traditional face-to-face teaching methods for advanced practice fellowship programs nationally, creating a challenge for fellowship program directors to preserve curriculum using nontraditional methods. METHOD: Using a variety of both web-based and app-based virtual platforms, a nationally accredited fellowship program converted traditional in-seat learning modalities to elearning platforms using both synchronous and asynchronous education. RESULTS: Preliminary data indicate that knowledge acquisition and perceived fellow satisfaction are preserved despite the abrupt change to program delivery. Programmatic modifications were submitted to the American Nurse Credentialing Center for compliance and deemed as creative, innovative, and collaborative. CONCLUSION: Curriculum for advanced practice fellowship programs can be favorably converted to elearning using virtual platforms during a crisis. Through prompt reevaluation and restructuring, virtual platforms can replace in-seat didactic lectures, patient case studies, mentoring, and even simulation, while ensuring program continuation and compliance with accreditation standards. [J Nurs Educ. 2020;59(9):514-517.].


Assuntos
Prática Avançada de Enfermagem/educação , Currículo , Educação a Distância/organização & administração , Bolsas de Estudo/organização & administração , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Humanos , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle
14.
J Nurs Educ ; 59(9): 522-525, 2020 Sep 01.
Artigo em Inglês | MEDLINE | ID: mdl-32865587

RESUMO

BACKGROUND: Amidst the COVID-19 pandemic, university instruction was transitioned online, including an undergraduate nursing clinical course. Charged with developing and executing virtual simulations, an online clinical course was conceived. METHOD: Simulated clinical experiences were crafted using a combination of student preassignments and video-conferencing facilitated by faculty. Each experience included the collective review of a case study and student-developed care plans before viewing and debriefing a series of videos. Students summarized their experience in a weekly written reflection. RESULTS: Student feedback was examined through their reflections and verbal responses. The videos served as catalysts for robust discussion. Feedback was overwhelmingly positive related to an interactive experience, a heightened sense of teamwork, and enhanced comprehension by sharing differing perspectives of common experiences. CONCLUSION: This educational innovation was successful in creating an engaging environment that facilitated student learning and a sense of togetherness during a global pandemic. The use of technology enabled the continuity of a productive teaching-learning experience. [J Nurs Educ. 2020;59(9):522-525.].


Assuntos
Currículo , Educação a Distância/organização & administração , Bacharelado em Enfermagem/organização & administração , Treinamento por Simulação/organização & administração , Infecções por Coronavirus/epidemiologia , Difusão de Inovações , Humanos , Aprendizagem , Pesquisa em Educação de Enfermagem , Pesquisa em Avaliação de Enfermagem , Pandemias , Pneumonia Viral/epidemiologia , Estudantes de Enfermagem/psicologia
15.
Am J Pharm Educ ; 84(8): ajpe8142, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32934391

RESUMO

During the COVID-19 pandemic, universities around the globe frantically and emergently switched to remote teaching. This commentary provides the perspective from a teaching and learning center about the difference between emergency remote teaching and online learning, plus suggestions for preparing for an online fall semester.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Aprendizagem , Pneumonia Viral/epidemiologia , Ensino/organização & administração , Humanos , Pandemias , Universidades
16.
Am J Pharm Educ ; 84(8): ajpe8197, 2020 08.
Artigo em Inglês | MEDLINE | ID: mdl-32934392

RESUMO

The coronavirus identified in 2019 (COVID-19) has affected peoples' lives worldwide. This pandemic forced both pharmacy faculty members and students to adapt to a new teaching and learning environment not only in the United States but around the globe. Pharmacy educators faced challenges and opportunities to convert classroom learning and experiences, as well as student assessments, to a remote or online format. The unique approaches taken to overcome difficulties in various countries showed pharmacy faculty members' resilience in the face of adversity and their determination to continue providing education to students. The pandemic also shed light on areas needing improvement for pharmacy educators to work on in the future.


Assuntos
Infecções por Coronavirus/epidemiologia , Educação em Farmácia/organização & administração , Docentes de Farmácia/organização & administração , Pneumonia Viral/epidemiologia , Estudantes de Farmácia , Educação a Distância/organização & administração , Docentes de Farmácia/psicologia , Humanos , Aprendizagem , Pandemias , Resiliência Psicológica , Ensino/organização & administração
18.
Ann Glob Health ; 86(1): 103, 2020 08 19.
Artigo em Inglês | MEDLINE | ID: mdl-32874934

RESUMO

Global health trainees rely on immersive experiences to apply their classroom knowledge in real-world settings. However, during the COVID-19 pandemic travel has come to a halt and short-term experiences are no longer available in their current form. As with didactic material, global health programs have an opportunity to innovate the delivery of applied learning, providing trainees with robust, mentored experiences that promote the acquisition of core global health competencies. We provide a series of practical solutions for remote applied learning including case-based learning, pathfinder pedagogy, virtual reality simulations, and twinning. We further describe the role of these approaches in addressing common criticisms of short-term experiences and their potential for creating new win-win dynamics between institutions and trainees.


Assuntos
Infecções por Coronavirus , Educação a Distância , Saúde Global/educação , Pandemias , Pneumonia Viral , Aprendizagem Baseada em Problemas , Ensino/tendências , Betacoronavirus , Infecções por Coronavirus/epidemiologia , Infecções por Coronavirus/prevenção & controle , Educação/organização & administração , Educação a Distância/métodos , Educação a Distância/organização & administração , Humanos , Inovação Organizacional , Pandemias/prevenção & controle , Pneumonia Viral/epidemiologia , Pneumonia Viral/prevenção & controle , Aprendizagem Baseada em Problemas/métodos , Aprendizagem Baseada em Problemas/organização & administração
20.
BMC Med Educ ; 20(1): 324, 2020 Sep 22.
Artigo em Inglês | MEDLINE | ID: mdl-32962691

RESUMO

BACKGROUND: The Covid-19 pandemic necessitated the delivery of online higher education. Online learning is a novel experience for medical education in Sri Lanka. A novel approach to undergraduate surgical learning was taken up in an attempt to improve the interest amongst the students in clinical practice while maximizing the limited contact time. METHOD: Online learning activity was designed involving medical students from all stages and multi consultant panel discussions. The discussions were designed to cover each topic from basic sciences to high-level clinical management in an attempt to stimulate the student interest in clinical medicine. Online meeting platform with free to use basic plan and a social media platform were used in combination to communicate with the students. The student feedback was periodically assessed for individual topics as well as for general outcome. Lickert scales and numeric scales were used to acquire student agreement on the desired learning outcomes. RESULTS: A total of 1047 student responses for 7 questionnaires were analysed. During a 6-week period, 24 surgical topics were discussed with 51 contact hours. Eighty-seven per cent definitely agreed (highest agreement) with the statement 'students benefitted from the discussions'. Over 95% have either participated for all or most sessions. A majority of the respondents (83.4%) 'definitely agreed' that the discussions helped to improve their clinical sense. Of the total respondents, 79.3% definitely agreed that the discussions helped to build an interest in clinical medicine. Around 90% agreed that both exam-oriented and clinical practice-oriented topics were highly important and relevant. Most widely raised concerns were the poor Internet connectivity and limitation of access to the meeting platform. CONCLUSION: Online teaching with a novel structure is feasible and effective in a resource-limited setting. Students agree that it could improve clinical interest while meeting the expected learning outcomes.


Assuntos
Betacoronavirus , Medicina Clínica/educação , Infecções por Coronavirus/epidemiologia , Educação a Distância/organização & administração , Educação de Graduação em Medicina/organização & administração , Cirurgia Geral/educação , Pneumonia Viral/epidemiologia , Escolha da Profissão , Competência Clínica , Humanos , Pandemias , Satisfação Pessoal , Mídias Sociais , Sri Lanka , Estudantes de Medicina , Inquéritos e Questionários
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