Division of Primary Care, Medical SchoolUniversity of Nottingham, Nottingham, UK.
Educ Prim Care. 2021 Sep;32(5):296-302. doi: 10.1080/14739879.2021.1920475. Epub 2021 Jun 28.
The impact of the COVID-19 pandemic required Higher Educational Institutions to redesign and implement new ways of delivering core-learning outcomes for medical students. Much of this change resulted in a transition to virtual teaching across medical schools. Medical education in primary care is often delivered as part of GP-facilitated small group teaching and with this came unique challenges for the transition to online education.Transition to virtual small group teaching utilised blended learning and flipped classroom methodologies alongside the use of virtual teaching platforms. This quality improvement project describes the educational approaches used when transitioning medical education, and compares student experience from receiving small group teaching using face-to-face and virtual teaching methods before and during the COVID-19 pandemic, respectively. Analysis of student feedback found an ongoing delivery of high-quality primary care education using virtual small group teaching, and that there was no attrition in student experience when compared to face-to-face teaching delivered before COVID-19 for the same learning outcomes.These findings are reassuring and suggest that the transition to virtual small group teaching, using methods such as flipped classrooms and blended learning, enables continued and sustained delivery of high-quality education and student experiences in primary care.
COVID-19 大流行的影响要求高等教育机构重新设计并实施新的方法，为医学生提供核心学习成果。这种变化很大程度上导致医学院的教学转向了虚拟教学。初级保健中的医学教育通常作为 GP 促进的小组教学的一部分进行，而这给向在线教育的过渡带来了独特的挑战。向虚拟小组教学的过渡利用了混合学习和翻转课堂方法，以及虚拟教学平台的使用。本质量改进项目描述了在过渡医学教育时使用的教育方法，并比较了在 COVID-19 大流行之前和期间，分别使用面对面和虚拟教学方法接受小组教学的学生体验。对学生反馈的分析发现，通过虚拟小组教学持续提供高质量的初级保健教育，并且与 COVID-19 之前提供的相同学习成果的面对面教学相比，学生体验没有下降。这些发现令人欣慰，表明使用翻转课堂和混合学习等方法向虚拟小组教学的过渡，能够在初级保健中继续和持续提供高质量的教育和学生体验。
