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      The impact of COVID-19 on the undergraduate medical curriculum

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          There is no author summary for this article yet. Authors can add summaries to their articles on ScienceOpen to make them more accessible to a non-specialist audience.

          ABSTRACT

          The coronavirus pandemic has impacted medical education globally. As universities seek to deliver medical education through new methods of modalities, this continuing of education ensures the learning of the future workforce of the NHS. Novel ways of online teaching should be considered in new medical curricula development, as well as methods of delivering practical skills for medical students online.

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          Using technology to increase student (and faculty satisfaction with) engagement in medical education.

          Denise Kay, Magdalena Pasarica (2019)
          Faculty dissatisfaction with diminishing levels of student engagement in lifestyle medicine sessions prompted this exploratory project that compared differences in students' substantive engagement in medical preclinical and clinical level lifestyle medicine sessions. The preclinical and clinical level sessions had the same learning objectives and learning tasks, properly aligned with that level of student learning, but were offered in different learning formats, either traditional classroom approaches or technology-enhanced approaches. At the preclinical level, we transferred a nonmandatory, face-to-face session to a nonmandatory, fully online session. At the clinical level, we introduced two novel technology tools. We utilized Zoom technologies, which afforded students the ability to access the session from anywhere, and employed Hickey's use of "promoting" student submissions as one method for increasing student-student interaction during the synchronous session. We used indicators of behavioral engagement of Henrie et al. (Henrie CR, Halverson LR, Graham CR. Comput Educ 90: 36-53, 2015) as the framework for determining applicable engagement behaviors, including attendance, assignment completion, interactions (responding/feedback/endorsements), and the quality of (and faculty satisfaction with) the face-to-face and/or online interactions. We expected to observe higher levels of engagement behaviors in the technology-enhanced approach and found that to be the case at both the preclinical and clinical levels, in both mandatory/nonmandatory and synchronous/asynchronous formats. However, it was the increase in both the level and substance of the students' interactions in the technology-enhanced sessions that provided surprising results. A review of the sessions with enhanced engagement highlight the role of student autonomy, a construct with strongly established associations to student motivation and engagement.
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            Effects of Online Testing on Student Exam Performance and Test Anxiety

            Jeffrey Stowell, Dan Bennett (2010)
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              Medical students take final exams online for first time, despite student concern.

              J. Tapper, D. Batty, M. SAVAGE … (2020)
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                Author and article information

                Journal
                Journal ID (nlm-ta): Med Educ Online
                Journal ID (iso-abbrev): Med Educ Online
                Journal ID (publisher-id): ZMEO
                Journal ID (publisher-id): zmeo20
                Title: Medical Education Online
                Publisher: Taylor & Francis
                ISSN (Electronic): 1087-2981
                Publication date Collection: 2020
                Publication date (Electronic): 13 May 2020
                Volume: 25
                Issue: 1
                Electronic Location Identifier: 1764740
                Affiliations
                Faculty of Life Sciences and Medicine, King’s College London School of Medical Education , London, UK
                Author notes
                CONTACT Preeti Sandhu preeti.sandhu@ 123456kcl.ac.uk Faculty of Life Sciences and Medicine, King’s College London School of Medical Education , London, UK
                Author information
                http://orcid.org/0000-0003-1295-1519
                http://orcid.org/0000-0001-5874-7973
                Article
                Publisher ID: 1764740
                DOI: 10.1080/10872981.2020.1764740
                PMC ID: 7269089
                PubMed ID: 32400298
                SO-VID: 4442f689-269d-4215-b4c8-babe75f01992
                Copyright © © 2020 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.
                License:

                This is an Open Access article distributed under the terms of the Creative Commons Attribution License ( http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

                History
                Date received : 27 April 2020
                Date accepted : 30 April 2020
                Page count
                References: 5, Pages: 3
                Categories
                Subject: Letter to the Editor

                ScienceOpen disciplines: Education
                Keywords: medical education,education,medical curricula,online teaching,undergraduate
                Data availability:
                ScienceOpen disciplines: Education
                Keywords: medical education, education, medical curricula, online teaching, undergraduate

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