School of Medicine, University of California at San Diego, La Jolla, California, USA.
Viterbi Family Department of Ophthalmology and Shiley Eye Institute, University of California San Diego, La Jolla, CA, USA.
BMC Med Educ. 2021 Jan 6;21(1):13. doi: 10.1186/s12909-020-02445-2.
The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development.
A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content.
Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning.
Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.
2019 年冠状病毒病（COVID-19）大流行迫使医学院突然转向远程学习。我们旨在评估医学生对远程学习的看法，随后确定远程学习的优缺点，并发现正在进行的课程发展中需要解决的差距。
2020 年 3 月，向加利福尼亚大学圣地亚哥医学院的一年级和二年级医学生分发了一份调查。根据远程学习对教学质量和参与能力的影响、各种远程学习资源的价值、生活环境以及对后续培训阶段的准备情况，对结构化多项选择题的回答频率进行了比较。对远程课程的优缺点以及总体反思的开放性问题的回答进行了主题内容编码。
在注册的 268 名学生中，有 104 名学生做出了回应（一年级学生的 53.7%和二年级学生的 23.9%）。总体而言，学生们认为远程学习对教学质量和他们的参与能力产生了负面影响。大多数（64.1%）喜欢以自己的节奏学习学习材料的灵活性。只有 25.5%的受访者仍然与医学院或同学保持联系，焦虑和孤立感是远程学习的负面影响。大多数二年级学生（56.7%）感到他们准备参加美国医师执照考试第 1 步考试的情况受到负面影响，而 43.3%的学生觉得自己没有准备好开始实习。在叙述性答复中，大多数学生欣赏远程学习的灵活性增加，但他们也确定了仍需要解决的几个缺陷，包括数字疲劳、参与能力下降以及缺乏临床技能、实验室和实践学习。
可以考虑预先上传视频课程、为学生提供电子病历和远程医疗培训以及培训教学人员以提高技术熟练度，以优化远程学习课程。
