Abstract
BackgroundThe Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development.MethodsA survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content.ResultsOf 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning.ConclusionsVideocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.
Highlights
The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools
Effects of remote learning on curricular components For all curricular components besides lectures, most students felt the quality of instruction was somewhat or very negatively affected by the remote learning transition (Table 2)
The highest proportions of students felt that remote learning had very negatively affected the quality of instruction in anatomy (49/74, 66.2%), ultrasound (39/47, 83.0%), and the ambulatory care preceptorship (51/53, 96.2%)
Summary
The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. On March 16, 2020, the University of California San Diego (UCSD) School of Medicine (SOM) announced that all pre-clinical education would be conducted completely online and remotely. Prior to this announcement, the standard pre-clinical curriculum consisted of lecture-based organ system blocks, problem-based learning small groups, laboratory-based classes such as anatomy, histology, and ultrasound, and various pre-clinical electives. These changes were made abruptly in response to public health regulations and state-mandated orders [1] rather than being motivated by deliberate theoretical or conceptual pedagogical frameworks
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
