Abstract
PurposeThis study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.MethodsFor the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.ResultsThere was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.ConclusionOur findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.
Highlights
Background/rationale Medical educators have developed and implemented various teaching methods with the goal of more effectively and efficiently cultivating learners’ abilities as doctors
This study aims to examine how students’ academic performance changed after the COVID-19 pandemic based on the test results of 16 integrated courses conducted over 3 semesters at a single medical school in South Korea that underwent the online transition after COVID-19
Difference in test scores between 2019 and 2020 When comparing the test results from the 16 courses, a significant decrease in scores was found in 10 courses (62.5%) in 2020 (Table 2, Dataset 1)
Summary
Background/rationale Medical educators have developed and implemented various teaching methods with the goal of more effectively and efficiently cultivating learners’ abilities as doctors. Online learning has been highly anticipated since much of the medical school This transition to online learning can be seen as an educational intervention introduced in the pre-clerkship curriculum, where most of the learning takes place through lecture-based teaching. Of the intervention and to improve curricular outcomes Under these circumstances, outcomes can be assessed using Kirkpatrick’s 4-level evaluation model, which is a framework widely used for program evaluation [2]. In the first level of the model (i.e., reaction), numerous findings have been reported regarding students’ perceptions of online classes and satisfaction with different teaching methods. The results of these studies are quite consistent.
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