An Abrupt Transition to Digital Teaching-Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown.

Henriette K Helland,Monika Kvernenes,Thorkild Tylleskär,Håkon Reikvam

doi:10.3390/healthcare10010170

Henriette K Helland, Monika Kvernenes + Show 2 more

Open Access

https://doi.org/10.3390/healthcare10010170

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Abstract

Norwegian universities closed almost all on-campus activities on the 12 March 2020 following a lockdown decision of the Norwegian government in response to the COVID-19 pandemic. Online and digital teaching became the primary method of teaching. The goal of this study was to investigate how the transition to digital education impacted on medical students enrolled at the University of Bergen (UiB). Key points were motivation, experience of learning outcomes, and fear of missing out on important learning. Using an online questionnaire, students were asked to evaluate the quality of both lectures and taught clinical skills and to elaborate on their experience of learning output, examination, and digital teaching. Answers from 230 students were included in the study. Opinions on the quality and quantity of lectures offered and their experience of learning output varied based on gender, seniority and the amount of time spent on part time jobs. Students at UiB were generally unhappy with the quality of teaching, especially lessons on clinical skills, although both positive and negative experiences were reported. Securing a satisfying offer of clinical teaching will be important to ensure and increase the student experience of learning output in the time ahead.

Highlights

Norway introduced a general lockdown on the 12 March 2020, in response to the global COVID-19 pandemic [1]
Emergency remote learning (ERL), a temporary shift from the traditional form of education into a remote one following a state of emergency, was implemented by the Norwegian universities to ensure the continuation of higher education [2]
The challenges of emergency digital education have potentially been similar for medical students in Norway

Summary

Introduction

Norway introduced a general lockdown on the 12 March 2020, in response to the global COVID-19 pandemic [1]. Emergency remote learning (ERL), a temporary shift from the traditional form of education into a remote one following a state of emergency, was implemented by the Norwegian universities to ensure the continuation of higher education [2]. This abrupt transition to emergency remote learning was a worldwide phenomenon. Assessment, and teaching strategies in schools and at universities are originally designed for face-to-face teaching Both educators and students are living under a high level of stress, anxiety, and uncertainty due to the state of emergency affecting all parts of society and normal life [5]. The challenges of emergency digital education have potentially been similar for medical students in Norway

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