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      Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching

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          ABSTRACT

          COVID-19 lockdowns have deeply impacted teaching programs. Online teaching has suddenly become the main form of medical education, a form that may be used as long as the pandemic continues. We aimed at analyzing how online teaching was perceived by both teachers and learners to help determine how to adapt curricula in the next few years. An anonymous cross-sectional survey of medical students, pediatric residents, neonatal fellows, and their respective teachers was conducted between June and August 2020 to assess feelings about quality, attendance, equivalence, and sustainability of online teaching programs. 146 Students and 26 teachers completed the survey. 89% of students agreed that the offered online teaching was an appropriate way of teaching during the pandemic. Less than half of learners and teachers felt they have received or provided a training of an equivalent level and quality as in usual courses. About one-third thought that this online teaching should continue after the crisis ends. Medical school students had significantly more mixed opinions on online teaching than residents and fellows did. Attendance of learners significantly improved with synchronous online classes (p < 0.001), and among more advanced learners (p < 0.002). Our study is the first of this kind to assess simultaneously the feelings of learners at different levels (medical students, residents, and fellows) and their respective teachers of pediatric on programs taught online. It showed that online programs were perceived as appropriate ways of teaching during the COVID pandemic. Further studies are, however, needed to assess the efficacy of such teaching methods on medical skills and communication capabilities.

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          Medical Student Education in the Time of COVID-19

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            Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students

            Objectives To investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic. Design Cross-sectional, online national survey. Setting Responses collected online from 4th May 2020 to 11th May 2020 across 40 UK medical schools. Participants Medical students across all years from UK-registered medical schools. Main outcome measures The uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic. Results 2721 medical students across 39 medical schools responded. Medical schools adapted to the pandemic in different ways. The changes included the development of new distance-learning platforms on which content was released, remote delivery of lectures using platforms and the use of question banks and other online active recall resources. A significant difference was found between time spent on online platforms before and during COVID-19, with 7.35% students before versus 23.56% students during the pandemic spending >15 hours per week (p<0.05). The greatest perceived benefits of online teaching platforms included their flexibility. Whereas the commonly perceived barriers to using online teaching platforms included family distraction (26.76%) and poor internet connection (21.53%). Conclusions Online teaching has enabled the continuation of medical education during these unprecedented times. Moving forward from this pandemic, in order to maximise the benefits of both face-to-face and online teaching and to improve the efficacy of medical education in the future, we suggest medical schools resort to teaching formats such as team-based/problem-based learning. This uses online teaching platforms allowing students to digest information in their own time but also allows students to then constructively discuss this material with peers. It has also been shown to be effective in terms of achieving learning outcomes. Beyond COVID-19, we anticipate further incorporation of online teaching methods within traditional medical education. This may accompany the observed shift in medical practice towards virtual consultations.
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              Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis

              ABSTRACT With the increasing use of technology in education, online learning has become a common teaching method. How effective online learning is for undergraduate medical education remains unknown. This article’s aim is to evaluate whether online learning when compared to offline learning can improve learning outcomes of undergraduate medical students. Five databases and four key journals of medical education were searched using 10 terms and their Boolean combinations during 2000–2017. The extracted articles on undergraduates’ knowledge and skill outcomes were synthesized using a random effects model for the meta-analysis.16 out of 3,700 published articles were identified. The meta-analyses affirmed a statistically significant difference between online and offline learning for knowledge and skill outcomes based on post-test scores (SMD = 0.81; 95% CI: 0.43, 1.20; p < 0.0001; n = 15). The only comparison result based on retention test scores was also statistically significant (SMD = 4.64; 95% CI: 3.19, 6.09; p < 0.00001). The meta-analyses discovered no significant difference when using pre- and post-test score gains (SMD = 3.03; 95% CI: −0.13, 4.13; p = 0.07; n = 3). There is no evidence that offline learning works better. And compared to offline learning, online learning has advantages to enhance undergraduates’ knowledge and skills, therefore, can be considered as a potential method in undergraduate medical teaching.
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                Author and article information

                Journal
                Med Educ Online
                Med Educ Online
                Medical Education Online
                Taylor & Francis
                1087-2981
                19 April 2021
                2021
                : 26
                : 1
                : 1919042
                Affiliations
                [a ]Université Paris-Saclay, UVSQ, INRAE, BREED, 78350; , Jouy-en-Josas, France
                [b ]Université Paris-Saclay, UVSQ, UFR Simone Veil Santé, 78180; , Montigny le Bretonneux, France
                [c ]Neonatal Intensive Care Unit, CHI Poissy St Germain, 78300; , Poissy, France
                [d ]Ophtalmology, CHU A. Paré, 92100; , Boulogne-Billancourt, France
                [e ]Department of Pediatrics, CHU A. Paré, 92100; , Boulogne-Billancourt, France
                [f ]Université Paris-Saclay, Faculté de Médecine, 94270; , Le Kremlin-Bicêtre, France
                [g ]Department of Pediatric Endocrinology, CHU Bicêtre, 94270; , Le Kremlin-Bicêtre, France
                [h ]Université de Paris, UFR Médecine Santé, 75006; , Paris, France
                [i ]Neonatal Intensive Care Unit, CHU Necker Enfants Malades, 75015; , Paris
                Author notes
                CONTACT Emmanuelle Motte-Signoret emmanuelle.mottesignoret@ 123456ght-yvelinesnord.fr Neonatal Intensive Care Unit, CHI Poissy-St Germain; , 10 rue du Champ Gaillard, Poissy78300, France
                Author information
                https://orcid.org/0000-0002-0514-4420
                Article
                1919042
                10.1080/10872981.2021.1919042
                8079026
                33871308
                9a81b33a-4a3e-4584-a3ac-7a78f74b341a
                © 2021 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group.

                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.

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                Page count
                Figures: 2, Tables: 2, References: 37, Pages: 1
                Categories
                Research Article
                Research Article

                Education
                online teaching,medical education,health crisis,students’ opinion,teachers’ opinion
                Education
                online teaching, medical education, health crisis, students’ opinion, teachers’ opinion

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