Slivkoff Mark D, Johnson Catherine, Tackett Sean
Idaho College of Osteopathic Medicine, 1401 E Central Dr, Meridian, ID 83642 USA.
Osmosis.org, New Haven, CT USA.
Med Sci Educ. 2021 Jan 22;31(2):557-564. doi: 10.1007/s40670-021-01213-1. eCollection 2021 Apr.
The COVID-19 pandemic required rapid changes to medical curricula, forcing emergent transition to purely remote learning. At Idaho College of Osteopathic Medicine (ICOM), all in-person sessions were suspended on March 16, 2020. One course affected included the first-year, 4-week Respiratory System course which began on March 9.
On the final day of the course, students were sent surveys which assessed how they adjusted academically and personally to the campus shutdown.
The response rate was 137/159 (86%). Students' learning adjustments took into account changes to spaces and daily routine, their cohabitants, need for accountability, new learning resources, and anxiety. Most students were concerned about public health, the economy, and health of family and loved ones; fewer were concerned about their professional futures, restrictions on personal freedoms, and own health. Most students adjusted personally by connecting more with family, entertainment and sleep, and studying less. While a large majority of students made changes to connecting with friends and physical activity, students did not adjust uniformly.
新冠疫情要求医学课程迅速做出改变，迫使教学紧急转向完全的远程学习。在爱达荷州整骨医学院（ICOM），所有面授课程于2020年3月16日暂停。受影响的课程之一是3月9日开始的为期4周的一年级呼吸系统课程。
在课程的最后一天，向学生发放调查问卷，评估他们在学业和个人方面如何适应校园关闭的情况。
回复率为137/159（86%）。学生的学习调整考虑了学习空间和日常安排的变化、同居者、责任感需求、新的学习资源以及焦虑情绪。大多数学生担心公共卫生、经济以及家人和爱人的健康；较少有人担心自己的职业前途、个人自由受限以及自身健康。大多数学生通过更多地与家人联系、娱乐和睡眠，以及减少学习来进行个人调整。虽然绝大多数学生在与朋友联系和体育活动方面做出了改变，但学生们的调整并不一致。
