Khamees Deena, Peterson William, Patricio Madalena, Pawlikowska Teresa, Commissaris Carolyn, Austin Andrea, Davis Mallory, Spadafore Maxwell, Griffith Max, Hider Ahmad, Pawlik Cameron, Stojan Jennifer, Grafton-Clarke Ciaran, Uraiby Hussein, Thammasitboon Satid, Gordon Morris, Daniel Michelle
McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA.
Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA.
Med Teach. 2022 May;44(5):466-485. doi: 10.1080/0142159X.2022.2040732. Epub 2022 Mar 15.
Prior reviews investigated medical education developments in response to COVID-19, identifying the pivot to remote learning as a key area for future investigation. This review synthesized online learning developments aimed at replacing previously face-to-face 'classroom' activities for postgraduate learners.
Four online databases (CINAHL, Embase, PsychINFO, and PubMed) and MedEdPublish were searched through 21 December 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction, and assessed risk of bias. The PICRAT technology integration framework was applied to examine how teachers integrated and learners engaged with technology. A descriptive synthesis and outcomes were reported. A thematic analysis explored limitations and lessons learned.
Fifty-one publications were included. Fifteen collaborations were featured, including international partnerships and national networks of program directors. Thirty-nine developments described pivots of existing educational offerings online and twelve described new developments. Most interventions included synchronous activities ( Fif5). Virtual engagement was promoted through chat, virtual whiteboards, polling, and breakouts. Teacher's use of technology largely replaced traditional practice. Student engagement was largely interactive. Underpinning theories were uncommon. Quality assessments revealed moderate to high risk of bias in study reporting and methodology. Forty-five developments assessed reaction; twenty-five attitudes, knowledge or skills; and two behavior. Outcomes were markedly positive. Eighteen publications reported social media or other outcomes, including reach, engagement, and participation. Limitations included loss of social interactions, lack of hands-on experiences, challenges with technology and issues with study design. Lessons learned highlighted the flexibility of online learning, as well as practical advice to optimize the online environment.
This review offers guidance to educators attempting to optimize learning in a post-pandemic world. Future developments would benefit from leveraging collaborations, considering technology integration frameworks, underpinning developments with theory, exploring additional outcomes, and designing and reporting developments in a manner that supports replication.
先前的综述研究了针对新型冠状病毒肺炎（COVID-19）的医学教育发展情况，确定向远程学习的转变是未来调查的一个关键领域。本综述综合了旨在取代研究生学习者以前面对面“课堂”活动的在线学习发展情况。
检索了四个在线数据库（护理学与健康领域数据库、荷兰医学文摘数据库、心理学文摘数据库和医学期刊数据库）以及医学教育出版平台，检索时间截至2020年12月21日。两位作者独立筛选标题、摘要和全文，进行数据提取，并评估偏倚风险。应用PICRAT技术整合框架来研究教师如何整合技术以及学习者如何使用技术。报告了描述性综合分析结果。进行了主题分析以探讨局限性和经验教训。
纳入了51篇出版物。其中有15项合作项目，包括国际伙伴关系和项目主任的国家网络。39项发展描述了现有教育课程向在线的转变，12项描述了新的发展情况。大多数干预措施包括同步活动（5Fif）。通过聊天、虚拟白板、投票和分组讨论促进了虚拟互动。教师对技术的使用在很大程度上取代了传统做法。学生参与度大多具有互动性。基础理论并不常见。质量评估显示，研究报告和方法存在中度至高度偏倚风险。45项发展评估了反应；25项评估了态度、知识或技能；2项评估了行为。结果明显呈阳性。18篇出版物报告了社交媒体或其他结果，包括覆盖面、参与度和参与情况。局限性包括社交互动的丧失、缺乏实践经验、技术挑战和研究设计问题。经验教训强调了在线学习的灵活性，以及优化在线环境的实用建议。
本综述为试图在疫情后世界优化学习的教育工作者提供了指导。未来的发展将受益于利用合作、考虑技术整合框架、以理论为基础推动发展、探索更多结果，以及以支持复制的方式设计和报告发展情况。
