Grand David, Schuster Victor L, Pullman James M, Golestaneh Ladan, Raff Amanda C
Albert Einstein College of Medicine, Bronx, NY USA.
Zucker School of Medicine - Northwell Lenox Hill Hospital, New York, NY USA.
Med Sci Educ. 2021 Sep 3;31(6):1895-1901. doi: 10.1007/s40670-021-01379-8. eCollection 2021 Dec.
To assess student outcomes and experiences, as well as preceptor experiences, after emergently converting a preclinical medical school renal course to a remote setting during the COVID-19 pandemic.
First-year medical student examination scores and responses to Likert-scale questions on end-of-course evaluations from the 2018-2019 (traditional) and 2019-2020 (remote) academic years were compared. Free-text responses from students and preceptors were analyzed using a qualitative summative approach to extract major themes in perceptions of remote learning.
Mean student scores on course examinations did not significantly differ between the traditional and remote settings ( = 0.23 and 0.84 respectively). Quantitative analysis of student evaluations revealed no significant difference across all items in mean Likert-scale responses. Student and preceptor free-text responses identified course leader engagement and responsiveness as essential to the success of remote-based learning. Optimal group size and online etiquette are areas that require attention.
Despite rapid conversion of a preclinical medical school renal course to a remote-based format in the setting of the COVID-19 pandemic, student scores and evaluations remain positive and largely unchanged.
评估在新冠疫情期间将医学院校临床前肾脏课程紧急转换为远程教学模式后，学生的学习成果与体验以及带教教师的体验。
比较了2018 - 2019学年（传统教学）和2019 - 2020学年（远程教学）一年级医学生的考试成绩以及他们在课程结束评估中对李克特量表问题的回答。使用定性总结方法分析学生和带教教师的自由文本回复，以提取远程学习认知中的主要主题。
传统教学和远程教学环境下学生课程考试的平均成绩无显著差异（分别为0.23和0.84）。对学生评估的定量分析显示，李克特量表平均回复的所有项目之间无显著差异。学生和带教教师的自由文本回复表明，课程负责人的参与度和响应能力是远程学习成功的关键。最佳小组规模和网络礼仪是需要关注的领域。
尽管在新冠疫情期间医学院校临床前肾脏课程迅速转换为远程教学模式，但学生成绩和评估结果依然良好且基本未变。
