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      Exploring lemology teaching with “internet plus” flipped classroom pedagogy

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          Abstract

          Background

          To investigate the use of flipped classroom pedagogy based on “Internet plus” in teaching viral hepatitis in the lemology course during the COVID-19 epidemic.

          Methods

          This study included students from the clinical medicine general practitioner class at Nanjing Medical University’s Kangda College, with the observation group consisting of 67 students from the 2020–2021 school year and the control group consisting of 70 students from the 2019–2020 school year. The observation group used “Internet plus” flipped classroom pedagogy, while the control group used conventional offline instruction. The theory course and case analysis ability scores from the two groups were compared and analyzed, and questionnaire surveys were administered to the observation group.

          Result

          After the flipped classroom, the observation group had significantly higher theoretical test scores (38.62 ± 4.52) and case analysis ability scores (21.08 ± 3.58) than the control group (37.37 ± 2.43) ( t = 2.024, P = 0.045) and (19.16 ± 1.15) ( t = 4.254, P < 0.001), respectively. The questionnaire survey in the observation group revealed that the “Internet plus” flipped classroom pedagogy approach can help enhance students’ enthusiasm to learn, clinical thinking ability, practical application ability, and learning efficiency, with satisfaction rates of 81.7%, 85.0%, 83.3%, and 78.8%, respectively; 89.4% of students expressed hope that whenever physical classes resumed, the offline courses could be combined with this pedagogy approach.

          Conclusion

          The use of the “Internet plus” flipped classroom pedagogy technique for teaching viral hepatitis in a lemology course boosted students’ theory learning ability as well as their case analysis ability. The majority of students were pleased with this type of instruction and hoped that whenever physical classes resumed, the offline courses may be integrated with the “Internet plus” flipped classroom pedagogical approach.

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          Most cited references12

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          Virtual Telesimulation for Medical Students During the COVID-19 Pandemic

          Supplemental Digital Content is available in the text. In March 2020, the novel coronavirus 2019 (COVID-19) became a global pandemic. Medical schools around the United States faced difficult decisions, temporarily suspending hospital-based clerkship rotations for medical students due to potential shortages of personal protective equipment and a need to social distance. This decision created a need for innovative, virtual learning opportunities to support undergraduate medical education. Approach Educators at Yale School of Medicine developed a novel medical student curriculum converting high-fidelity, mannequin-based simulation into a fully online virtual telesimulation format. By using a virtual videoconferencing platform to deliver remote telesimulation as an immersive educational experience for widely dispersed students, this novel technology retains the experiential strengths of simulation-based learning while complying with needs for social distancing during the pandemic. The curriculum comprises simulated clinical scenarios that include live patient actors; facilitator interactions; and real-time assessment of vital signs, labs, and imaging. Each 90-minute session includes 2 sets of simulation scenarios and faculty-led teledebriefs. A team of 3 students performs the first scenario, while an additional team of 3 students observes. Teams reverse roles for the second scenario. Outcomes The 6-week virtual telesimulation elective enrolled the maximum 48 medical students and covered core clinical clerkship content areas. Communication patterns within the virtual telesimulation format required more deliberate turn-taking than normal conversation. Using the chat function within the videoconferencing platform allowed teams to complete simultaneous tasks. A nurse confederate provided cues not available in the virtual telesimulation format. Next Steps Rapid dissemination of this program, including online webinars and live demonstration sessions with student volunteers, supports the development of similar programs at other universities. Evaluation and process improvement efforts include planned qualitative evaluation of this new format to further understand and refine the learning experience. Future work is needed to evaluate clinical skill development in this educational modality.
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            Designing and Implementing a Novel Virtual Rounds Curriculum for Medical Students' Internal Medicine Clerkship During the COVID-19 Pandemic

            Introduction During the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if students learned solely from online didactics, case studies, and simulations (i.e., prerounding, oral presentations, diagnostic reasoning, and medical management discussions). Using these guiding principles, we created a virtual rounds (VR) curriculum to provide IM clerkship students with clinical exposure during a virtual learning period. Methods Held three times a week for 2 weeks, VR consisted of three curricular components. First, clerkship students prerounded on an assigned hospitalized patient by remotely accessing the electronic health record and calling into hospital rounds. Second, each student prepared an oral presentation on their assigned patient. Third, using videoconferencing, students delivered these oral presentations to telemedicine VR small groups consisting of three to four students and three tele-instructors. Tele-instructors then provided feedback on oral presentations and taught clinical concepts. We assessed the effectiveness of VR by anonymously surveying students and tele-instructors. Results Twenty-nine students and 34 volunteer tele-instructors participated in VR over four blocks. A majority of students felt VR improved their prerounding abilities (86%), oral presentation abilities (93%), and clinical reasoning skills (62%). All students found small group to be useful. Discussion VR allowed students to practice rounding skills in a supportive team-based setting. The lessons learned from its implementation could facilitate education during future pandemics and could also supplement in-person clerkship education.
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              Changes in undergraduate medical education due to COVID-19: a systematic review.

              This study aims to provide medical educators with insights into the current status and prospects of undergraduate medical education, which has been affected by the COVID-19 pandemic.
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                Author and article information

                Contributors
                zhangtingtingztt26@126.com
                liuyongjuan8m@126.com
                Journal
                BMC Med Educ
                BMC Med Educ
                BMC Medical Education
                BioMed Central (London )
                1472-6920
                16 May 2023
                16 May 2023
                2023
                : 23
                : 341
                Affiliations
                [1 ]GRID grid.454145.5, ISNI 0000 0000 9860 0426, Jinzhou Medical University, ; Jinzhou, 121001 China
                [2 ]GRID grid.268415.c, Department of Infectious Disease, , Affiliated Taixing People’s Hospital of Yangzhou University, ; Taixing, 225499 China
                [3 ]GRID grid.460072.7, Department of Infection, , The First Affiliated Hospital of Kangda College of Nanjing Medical University, The First People’s Hospital of Lianyungang, ; No. 6 Zhenhua Road, Haizhou District, Lianyungang, 222002 China
                [4 ]GRID grid.89957.3a, ISNI 0000 0000 9255 8984, Department of Medical Technology, , Kangda College of Nanjing Medical University, ; Lianyungang, 222000 China
                [5 ]GRID grid.460072.7, Central laboratory, , The First Affiliated Hospital of Kangda College of Nanjing Medical University, The First People’s Hospital of Lianyungang, ; No. 6 Zhenhua Road, Haizhou District, Lianyungang, 222002 China
                Article
                4309
                10.1186/s12909-023-04309-x
                10187492
                37193976
                b8dc32af-a1b0-4ee9-b1c6-8da2fec268ca
                © The Author(s) 2023

                Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article’s Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. The Creative Commons Public Domain Dedication waiver ( http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated in a credit line to the data.

                History
                : 14 February 2023
                : 29 April 2023
                Funding
                Funded by: Jiangsu University Philosophy and Social Sciences Research Project "Research on the Teaching Mode of Medical Laboratory Technology Interns Oriented by Post Competence"
                Award ID: 2022SJYB1863
                Funded by: Lianyungang First People’s Hospital 2021 Excellent Course Project
                Award ID: Infectious Diseases
                Categories
                Research
                Custom metadata
                © BioMed Central Ltd., part of Springer Nature 2023

                Education
                flipped classroom,internet,lemology
                Education
                flipped classroom, internet, lemology

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