Department of Gynecology and Obstetrics, Klinikum rechts der Isar, Technical University, Munich, Germany.
Department of Gynecology and Obstetrics, Ludwig Maximilians University (LMU), Munich, Germany.
Arch Gynecol Obstet. 2022 Apr;305(4):1041-1053. doi: 10.1007/s00404-021-06356-5. Epub 2021 Dec 28.
The onset of the COVID-19 pandemic posed an eminent challenge for medical teachers worldwide. Face-to-face lectures and seminars were no longer possible, and alternatives had to be found. E-learning concepts quickly emerged as the only practicable solutions and also offered the opportunity to evaluate whether traditional face-to-face lectures could be translated into an online format, independent of the COVID-19 pandemic.
We offered an e-learning program consisting of lecture notes, screencasts with audio narration, and online webinars that covered topics normally taught in traditional lectures and seminars. To evaluate the learning behavior and quality of our e-learning program, we drafted a questionnaire that students completed at the end of the 2020 summer semester that had been designed to enable a comparative analysis of the different e-learning modules.
Voluntary participation in the online courses was high. Survey analysis revealed high satisfaction with and a distinctive preference for the format, even under regular, COVID-19-independent conditions. In general, a positive appraisal of e-learning-especially as a substitute for regular lectures-was found. Students also reported higher studying efficiency. Exam results were equal to those of previous semesters.
Both acceptance of and satisfaction with our e-learning modules were high, and students displayed increased demand for this kind of e-learning format. We, therefore, conclude that e-learning offerings could serve as reasonable, efficient, student-orientated substitutes for certain medical courses, especially lectures. These curricular adaptations would correlate with the high digitalization seen in students' everyday lives. This correlation may also hold true independent of the ongoing COVID-19 pandemic.
新冠疫情的爆发给全世界的医学教师带来了严峻的挑战。面对面的讲座和研讨会已不再可行，必须寻找替代方案。电子学习概念迅速成为唯一可行的解决方案，同时也提供了评估传统面对面讲座是否可以转化为在线形式的机会，而不受新冠疫情的影响。
我们提供了一个由讲稿、带音频旁白的屏幕录像和在线网络研讨会组成的电子学习计划，涵盖了通常在传统讲座和研讨会上教授的主题。为了评估我们的电子学习计划的学习行为和质量，我们设计了一份问卷，让学生在 2020 年夏季学期结束时填写，该问卷旨在对不同的电子学习模块进行比较分析。
学生自愿参加在线课程的比例很高。调查分析显示，即使在常规的、与新冠疫情无关的条件下，学生对该格式的满意度和明显偏好度都很高。总的来说，对电子学习的评价是积极的，特别是作为常规讲座的替代方案。学生还报告说学习效率更高。考试成绩与前几个学期持平。
我们的电子学习模块的接受度和满意度都很高，学生对这种电子学习形式的需求也有所增加。因此，我们得出结论，电子学习课程可以作为某些医学课程，特别是讲座的合理、高效、以学生为中心的替代方案。这些课程调整与学生日常生活中的高度数字化是一致的。这种相关性甚至可能独立于持续的新冠疫情而存在。
