Abstract
ObjectivesTo assess student outcomes and experiences, as well as preceptor experiences, after emergently converting a preclinical medical school renal course to a remote setting during the COVID-19 pandemic.MethodsFirst-year medical student examination scores and responses to Likert-scale questions on end-of-course evaluations from the 2018–2019 (traditional) and 2019–2020 (remote) academic years were compared. Free-text responses from students and preceptors were analyzed using a qualitative summative approach to extract major themes in perceptions of remote learning.ResultsMean student scores on course examinations did not significantly differ between the traditional and remote settings (p = 0.23 and 0.84 respectively). Quantitative analysis of student evaluations revealed no significant difference across all items in mean Likert-scale responses. Student and preceptor free-text responses identified course leader engagement and responsiveness as essential to the success of remote-based learning. Optimal group size and online etiquette are areas that require attention.ConclusionsDespite rapid conversion of a preclinical medical school renal course to a remote-based format in the setting of the COVID-19 pandemic, student scores and evaluations remain positive and largely unchanged.
Highlights
The evolving COVID-19 pandemic disrupted many aspects of medical education and required physical distancing of the preclinical coursework which traditionally involves congregating students and course preceptors in close quarters.Einstein College of Medicine/Montefiore Medical Center, Bronx, NY, USA 3 Department of Pathology, Division of Anatomic Pathology, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY, USA 4 Zucker School of Medicine - Northwell Lenox Hill Hospital, New York, NY, USAThis pandemic forced many academic institutions to adapt classwork into a virtual setting
Clinical experiences and didactics which were expected to take place in the traditional face-to-face setting were emergently switched to an online setting whereby students and preceptors, separated by location, interact through electronic devices [1, 2]
The abrupt conversion during the COVID-19 pandemic raised additional concerns, namely the ability to deliver high-quality education in a new remote setting with short notice; this encouraged some medical educators to call for the creation of pandemic response teams to minimize disruptions in medical education and ensure that educational objectives are met [3]
Summary
Einstein College of Medicine/Montefiore Medical Center, Bronx, NY, USA 3 Department of Pathology, Division of Anatomic Pathology, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY, USA 4 Zucker School of Medicine - Northwell Lenox Hill Hospital, New York, NY, USA. This pandemic forced many academic institutions to adapt classwork into a virtual setting. The abrupt conversion during the COVID-19 pandemic raised additional concerns, namely the ability to deliver high-quality education in a new remote setting with short notice; this encouraged some medical educators to call for the creation of pandemic response teams to minimize disruptions in medical education and ensure that educational objectives are met [3]. It has already been documented that student perceptions remained positive despite the rapid conversion from the traditional to remote classroom setting as a result of the COVID-19 pandemic [4]
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