Khan Amir Maroof, Patra Somdatta, Vaney Neelam, Mehndiratta Mohit, Chauhan Renu
Coordinator, Medical Education Unit & Associate Professor (Community Medicine), University College of Medical Sciences & GTB Hospital, Delhi, India.
Associate Professor, (Community Medicine), University College of Medical Sciences & GTB Hospital, Delhi, India.
Med J Armed Forces India. 2021 Feb;77(Suppl 1):S161-S167. doi: 10.1016/j.mjafi.2020.12.030. Epub 2021 Feb 2.
COVID-19 pandemic compelled medical schools to opt for online mode in medical education. The competency-based curriculum started in India last year onwards allotted more hours to practical teaching than lectures. As the lockdown extended, there was a need to shift laboratory teaching to online mode. We describe our experience of developing and implementing a framework to rapidly shift practical lab teaching of preclinical subjects to online mode.
A mixed method study was conducted during the COVID-19 lockdown period in a public funded medical institute of India. A framework utilizing the principles of small group teaching using the available resources was developed and implemented. Online feedback was obtained from students, while in-depth telephonic interview was conducted for teachers.
A emonstrate-ngage-ssess framework for online ractical teaching of reclinical subjects (DEAPP) was developed and implemented. Feedback was obtained from 103 first year students and six teachers from preclinical subjects. Around 62%-80% students were satisfied with online practical teaching or agreed with benefits of various online tools used in the teaching sessions. Teachers found the framework more planned, and resource efficient, while students found it to be more engaging, enjoyable, and motivated for learning. No face-to-face interaction, non-experiential learning, and adaptation to newer technology were the main barriers perceived in online practical laboratory teaching.
DEAPP framework was found to be feasible for rapid online transition of practical lab teaching and reported by the students and teachers as engaging, enjoyable and motivated learning.
新冠疫情迫使医学院校选择在线医学教育模式。印度从去年起开始实施基于能力的课程，分配给实践教学的时间比讲座更多。随着封锁的延长，有必要将实验室教学转向在线模式。我们描述了我们开发和实施一个框架的经验，该框架能迅速将临床前学科的实践实验室教学转向在线模式。
在印度一所公立资助的医学院校的新冠疫情封锁期间进行了一项混合方法研究。开发并实施了一个利用现有资源采用小组教学原则的框架。从学生那里获得在线反馈，同时对教师进行深入电话访谈。
开发并实施了一个用于临床前学科在线实践教学的演示-参与-评估框架（DEAPP）。从103名一年级学生和6名临床前学科教师那里获得了反馈。大约62%-80%的学生对在线实践教学感到满意，或认同教学过程中使用的各种在线工具的益处。教师们发现该框架更具计划性且资源高效，而学生们则发现它更具吸引力、趣味性，且能激发学习动力。在线实践实验室教学中主要的障碍包括缺乏面对面互动、非体验式学习以及对新技术的适应。
发现DEAPP框架对于实践实验室教学的快速在线转变是可行的，学生和教师都报告称其具有吸引力、趣味性且能激发学习动力。
