COVID-19 Rounds": An Inquiry-Based Distance Learning Tool for Medical Students Under Lockdown: A Cross-Sectional Study.

Abstract

The coronavirus disease 2019 (COVID-19) pandemic presented significant challenges to both clinical practice and the delivery of medical education. Educators and learners implemented novel techniques including distance learning and virtual rounds while trying to stay updated with the surge of information regarding COVID-19 epidemiology, pathogenesis, and treatment. Hence, we designed and implemented a technology enhanced course "COVID-19 Rounds" to educate students about the rapidly evolving pandemic. The objectives of this study are first, to describe a technologically-enhanced course "COVID-19 Rounds" and second, to evaluate the following: a) student satisfaction and program usefulness in achieving pre-set objectives, b) perceived improvement in literacy regarding the pandemic, and c) the impact of student engagement by designing infographics and initiating COVID-19 related research projects. This is a cross-sectional study measuring the impact of the implementation of the "COVID-19 Rounds" on-line course. This program included virtual clinical experiences with physicians on actual rounds in the hospitals and COVID-19 wards, weekly updates on evolving data and new research, and engagement with student-led projects. The study population included 47 fourth-year medical students at the Mohamed Bin Rashid University of Medicine and Health Sciences (MBRU) in Dubai, United Arab Emirates who attended the course. We designed and administered a 47-item survey to assess student satisfaction, program usefulness, impact on knowledge, and student engagement. Data was collected at the end of program delivery via Microsoft forms. A total of 38 out of 47 (81%) fourth-year medical students participated in the study. Final course evaluation revealed an overall high satisfaction rate, with a mean rating of 3.9 (SD 0.94) on the 5-point Likert Scale. Most students were satisfied with course format (27/38; 71%), organization (31/38; 82%) and learning experience (28/38; 74%) that the course offered. The course was particularly useful in offering evidence-based talks about aspects of the pandemic (34/38; 90%), providing weekly updates of emerging evidence (32/38; 84%), enhancing understanding of the challenges of the pandemic (34/38; 90%). Satisfaction with distance learning was moderate (23/37; 62%), and a minority of students would have preferred an in-person version of the course (10/37; 27%). Student engagement in the course was high. All students participated in small group presentations of "infographics" of pandemic related topics. Perceived advantages included conciseness and visual appeal; disadvantages included lack of detail, time consuming requiring design experience. After the course ended 27 students initiated research projects. This resulted in 6 abstracts presented at local meetings and 8 scientific papers published or submitted for publication. This inquiry-based adaptive approach to educate medical students about updates in COVID-19 via virtual learning was successful in achieving objectives and encouraging engagement in research. However, shortcomings of the course related to lack of in-person teaching and clinical activities were also highlighted.