Distance education of medical students during COVID-19 pandemic
AbstractThe novel coronavirus (COVID-19) pandemic has changed our habitual world. It has affected all social activities, including medical education. Academic educational community has been forced to face up to the transition from traditional classroom teaching model to distance learning. As a result the way of learning organization is seriously changing. Educators around the world develop new online content, adapt curricula, upskill digital competencies, and adjust teaching approaches. This study analyzes practical differences and methodological specificities of distance learning modalities. The purpose of this article is to highlight different approaches and available e-learning tools which can be useful for online learning. The present work describes different methods of synchronous and asynchronous learning considering our experience of their application in distance education. Also, these modes can be successfully used in combination with traditional teaching. There is no doubt that online learning will increase impact on medical education over the coming years.
2. Berndt, A., Murray, C. M., Kennedy, K., Stanley, M. J., & Gilbert-Hunt, S. (2017). Effectiveness of distance learning strategies for continuing professional development (CPD) for rural allied health practioners: a systemic review. BMC Medical Education, 17, 117. https://doi.org/10.1186/s12909-017-0949-5.
3. Bin Mubayrik, H. F. (2020). Exploring Adult Learners’ viewpoints and motivation regarding distance learning in medical education. Advances in Medical Education and Practice, 11, 139–146.
4. Buelow, J. R., Barry, T., & Rich, L. E. (2018). Supporting learning engagement with online students. Online Learn, 22, 313–340.
5. Cook, D. A., & Dupras, D. M. (2004). A practical guide to developing effective web-based learning. J Gen Intern Med, 19(6), 698–707.
6. Gewin, V. (2020). Five tips for moving teaching online as COVID-19 takes hold. Nature, 580, 295–296.
7. Groenwold, R. H., & Knol, M. G. (2013). Learning styles and preferences for live and distance education: an example of a specialization course in epidemiology. BMC Medical Education, 13, 93. https://doi.org/10.1186/1472-6920-13-93.
8. Kanneganti , A, Lim, K. M. X., Chan, G. M. F., Choo, S. N., Choolani, M., Pratt, I. I., & Logan, S.J.S. (2020). Pedagogy in a pandemic – COVID-19 and virtual continuing medical education (vCME) in obstetrics and gynecology. Acta Obstet Gynecol Scand, 99, 692–695.
9. Longhurst, G. J., Stone, D. M., Dulohery, K., Scully, D., Campbell, T., & Smith, C. F. (2020). Strength, Weakness, Opportunity, Threat (SWOT) Analysis of the Adaptations to Anatomical Education in the United Kingdom and Republic of Ireland in Response to the Covid-19 Pandemic. Anatomical Sciences Education, 13, 298-308.
10. Moszkowicz, D., Duboc, H., Dubertret, C., Roux, D., & Bretagnol, F. (2020). Daily medical education for confined students during COVID-19 pandemic: A simple videoconference solution. Clin Anat. https://doi.org/10.1002/ca.23601.
11. Regmi, K., & Jones L. (2020). A systemic review of the factors-enablers and barriers-affecting e-learning in health sciences education. BMC Medical Education, 20, 91. https://doi.org/10.1186/s12909-020-02007-6.
12. Rose, S. (2020). Medical student education in the time of COVID-19. JAMA. https://doi.org/10.1001/jama.2020.5227.
13. Pather, N., Blith, P., Chapman, J. A., Dayal, M. R., Flack, N., & Fogg, Q. A. et al. (2020). Forced disruption of anatomy education in Australia and New Zealand: an acute response to the Covid-19 pandemic. Anatomical Sciences Education, 13, 284-297.
14. Sandhu, P., & Wolf, M. (2020). The impact of COVID-19 on the undergraduate medical curriculum. Medical education online. https://doi.org/10.1080/10872981.2020.1764740.
15. Schneder, S. L., & Council, M. L. (2020). Distance learning in the era of COVID-19. Archives of Dermatological Research. https://doi.org/10.1007/s00403-020-02088-9.
16. Warden, C. A., Stanworth, J. O., Ren, J. B., & Warden, A. R. (2013). Synchronous learning best practices: An action research study. Computers & Education, 63, 197-207.
17. WHO. (2020). Coronavirus disease (COVID-19) advice for the public. URL: https://www.who.int/emergencies/diseases/novel-coronavirus-2019/advice-for-public.
18. Yamagata-Lynch, L. C. (2014). Blending online asynchronous and synchronous learning. International Review of Research in Open and Distributed Learning, 15(2), 189-212.
Abstract views: 36 PDF Downloads: 16