Coffey Charles S, MacDonald Bridget V, Shahrvini Bita, Baxter Sally L, Lander Lina
Department of Surgery, Division of Otolaryngology/Head and Neck Surgery, University of California San Diego Moores Cancer Center, 3855 Health Sciences Dr. #0987, La Jolla, CA 92093-0987 USA.
University of California San Diego School of Medicine, La Jolla, CA USA.
Med Sci Educ. 2020 Oct 14;30(4):1577-1584. doi: 10.1007/s40670-020-01114-9. eCollection 2020 Dec.
To assess student perceptions of remote learning curricula implemented by clinical clerkships at a single US medical school during the COVID-19 pandemic.
Students enrolled in core clinical clerkships at the UC San Diego School of Medicine from March to April 2020 were sent an anonymous online survey, assessing components of remote learning curricula via quantitative rating and free-response questions.
Of 132 students enrolled, 96 (73%) completed the survey. Online question banks, remote progress reviews, and telehealth sessions were rated as the most valuable resources, while textbooks were rated least valuable. Most students felt that the number of resources was adequate (69/94, 74%), the quantity of required content was appropriate (77/93, 83%), and there was a good balance of rigidity versus flexibility in the schedule (81/94, 86%). Most students felt "prepared" or "somewhat prepared" for the shelf examination (61/91, 67%) and for the next year of medical training (73/94, 78%). In narrative reflections, students valued the flexibility afforded by remote curricula but desired some weekly structure. Students enjoyed expanded access to learning resources and participating in interactive remote sessions. Students expressed anxiety about the pandemic and uncertainty regarding medical education, but transparent communication from clerkship directors helped assuage these concerns.
Student participation in direct patient care is fundamental to medical school core clerkships and was negatively impacted by the COVID-19 pandemic. Strategic incorporation of select remote learning components into clinical clerkships may permit a favorable student experience even when opportunities for on-site participation are limited.
评估美国一所医学院在新冠疫情期间临床实习实施的远程学习课程的学生认知情况。
2020年3月至4月在加州大学圣地亚哥分校医学院参加核心临床实习的学生收到一份匿名在线调查问卷，通过定量评分和自由回答问题评估远程学习课程的组成部分。
在132名注册学生中，96名（73%）完成了调查。在线题库、远程进度评估和远程医疗课程被评为最有价值的资源，而教科书被评为最没有价值。大多数学生认为资源数量充足（69/94，74%），所需内容的数量合适（77/93，83%），并且课程安排在严格性与灵活性之间取得了良好平衡（81/94，86%）。大多数学生对结业考试（61/91，67%）和下一年的医学培训（73/94，78%）感到“准备好”或“有点准备好”。在叙述性反思中，学生重视远程课程提供的灵活性，但希望有一些每周的结构安排。学生们喜欢有更多机会获取学习资源并参与互动式远程课程。学生们表达了对疫情的焦虑以及对医学教育的不确定性，但实习主任的透明沟通有助于缓解这些担忧。
学生参与直接的患者护理是医学院核心实习的基础，并且受到新冠疫情的负面影响。即使现场参与机会有限，将选定的远程学习组件战略性地纳入临床实习可能会让学生有良好的体验。
