Guy's and St Thomas' Hospitals NHS Trust, London, UK.
Faculty of Medicine, Imperial College of Science Technology and Medicine, London, UK
BMJ Open. 2020 Nov 5;10(11):e042378. doi: 10.1136/bmjopen-2020-042378.
To investigate perceptions of medical students on the role of online teaching in facilitating medical education during the COVID-19 pandemic.
Cross-sectional, online national survey.
Responses collected online from 4 May 2020 to 11 May 2020 across 40 UK medical schools.
Medical students across all years from UK-registered medical schools.
The uses, experiences, perceived benefits and barriers of online teaching during the COVID-19 pandemic.
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%).
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.
调查医学生对在线教学在 COVID-19 大流行期间促进医学教育的作用的看法。
横断面、在线全国调查。
2020 年 5 月 4 日至 5 月 11 日期间，在英国 40 所医学院通过网络收集来自英国注册医学院的所有年级医学生的答复。
来自英国医学院的所有年级的医学生。
在 COVID-19 大流行期间在线教学的使用、经验、感知益处和障碍。
来自 39 所医学院的 2721 名医学生做出了回应。各所医学院以不同的方式应对这一大流行病。这些变化包括开发新的远程学习平台以发布内容、使用平台远程授课以及使用题库和其他在线主动回忆资源。在 COVID-19 之前和期间，医学生在在线平台上花费的时间有显著差异，有 7.35%的学生在 COVID-19 之前每周花费>15 小时，而有 23.56%的学生在 COVID-19 期间每周花费>15 小时（p<0.05）。在线教学平台最大的感知益处包括其灵活性。而使用在线教学平台的常见障碍包括家庭干扰（26.76%）和网络连接不良（21.53%）。
在线教学使医学教育在这些前所未有的时代得以继续。为了从这场大流行中吸取最大的教训，为了最大限度地发挥面对面和在线教学的优势，并提高未来医学教育的效果，我们建议医学院采用团队/基于问题的学习等教学模式。这种模式使用在线教学平台，使学生能够在自己的时间消化信息，也允许学生与同伴建设性地讨论这些材料。事实证明，这在实现学习成果方面也是有效的。除了 COVID-19 之外，我们预计在传统医学教育中进一步纳入在线教学方法。这可能伴随着医疗实践向虚拟咨询的转变。
