Medical education engagement during the COVID-19 era – A student parents perspective

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 COVID-19 pandemic has affected the delivery of medical education and has limited the ability of student parents to fully engage with their studies. Student parents have been faced with additional challenges such as increased childcare roles and home-schooling responsibilities, splitting their focus. Identifying the issues student parents face and adopting workable solutions at all levels, will ensure the best outcomes for these students and better preparedness for the future.

Related collections

Most cited references 7

Record: found
Abstract: found
Article: found

Is Open Access

Projecting the transmission dynamics of SARS-CoV-2 through the postpandemic period

Stephen M. Kissler, Christine Tedijanto, Edward Goldstein … (2020)

It is urgent to understand the future of severe acute respiratory syndrome–coronavirus 2 (SARS-CoV-2) transmission. We used estimates of seasonality, immunity, and cross-immunity for betacoronaviruses OC43 and HKU1 from time series data from the USA to inform a model of SARS-CoV-2 transmission. We projected that recurrent wintertime outbreaks of SARS-CoV-2 will probably occur after the initial, most severe pandemic wave. Absent other interventions, a key metric for the success of social distancing is whether critical care capacities are exceeded. To avoid this, prolonged or intermittent social distancing may be necessary into 2022. Additional interventions, including expanded critical care capacity and an effective therapeutic, would improve the success of intermittent distancing and hasten the acquisition of herd immunity. Longitudinal serological studies are urgently needed to determine the extent and duration of immunity to SARS-CoV-2. Even in the event of apparent elimination, SARS-CoV-2 surveillance should be maintained since a resurgence in contagion could be possible as late as 2024.

0 comments Cited 1197 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: not found
Article: not found

Is Open Access

Community, work, and family in times of COVID-19

Jenny S Fisher, Jean-Charles Languilaire, Rebecca Lawthom … (2020)

0 comments Cited 75 times – based on 0 reviews      Review now

Bookmark

Record: found
Abstract: found
Article: not found

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.

0 comments Cited 64 times – based on 0 reviews      Review now

Bookmark

All references

Author and article information

Journal

Journal ID (nlm-ta): Med Educ Online

Journal ID (iso-abbrev): Med Educ Online

Title: Medical Education Online

Publisher: Taylor & Francis

ISSN (Electronic): 1087-2981

Publication date (Electronic, pub): 1 July 2020

Publication date (Electronic, collection): 2020

Volume: 25

Issue: 1

Electronic Location Identifier: 1788799

Affiliations

[0001]Institute of Medical and Biomedical Education, St. George’s, University of London; , London, UK

Author notes

CONTACT Lola Arowoshola m1700456@ 123456sgul.ac.uk Medical Student at St George’s University of London;

Author information

Lola Arowoshola https://orcid.org/0000-0002-5138-0096

Article

Publisher ID: 1788799

DOI: 10.1080/10872981.2020.1788799

PMC ID: 7482875

PubMed ID: 32608339

SO-VID: ab58ae02-a8ba-43fb-891c-c2b13807b878

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.

Medical education engagement during the COVID-19 era – A student parents perspective

Read this article at

ABSTRACT

Related collections

Novel Coronavirus Disease COVID-19

Most cited references 7

Projecting the transmission dynamics of SARS-CoV-2 through the postpandemic period

Community, work, and family in times of COVID-19

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

Author and article information

Journal

Affiliations

Author notes

Author information

Article

History

Page count

Categories

Comments

Comment on this article

Similar content 35

Cited by 9

Most referenced authors 59