Abstract

BackgroundMajor disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format.MethodsAt the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts.ResultsFrom a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (β = .448 and β = .232 respectively).ConclusionIn this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students’ learning processes.

Highlights

  • Major disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format

  • Impact of f2f versus online learning on learning and social outcomes An exploratory factor analysis was done to assess the contribution of the factors to learning outcomes and social outcomes (Table 1)

  • We show the significant groupings of questionnaire items into those that relate to the learning outcomes and those that relate to the social outcomes

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Summary

Introduction

Major disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. There were some self-directed, interactive, online learning activities built into practical classes and clinical disciplines, but other than that, learning activities were essentially delivered in face to face (f2f ) mode. This all changed in 2020 in response to campus rapidly closing, as our campus re-opened, these changes were reviewed and the cornerstone learning unit of junior years of our medical program, our scenario learning groups [1], were re-established as face to face activities for all students, except those that were still offshore due to ongoing international travel restrictions. To minimise disruption of medical education, educators will need to continue to build resilience into the way they deliver medical education, evaluate, and produce data around contemporary ‘best practice’ and how this looks in a pandemicconstrained environment [2]

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