Reshetnikov A V, Prisyazhnaya N V, Vyatkina N Yu
The Federal State Autonomous Educational Institution of Higher Education "The I. M. Sechenov First Moscow State Medical University" (Sechenov University) of Minzdrav of Russia, 119921, Moscow, Russia.
The Federal State Autonomous Educational Institution of Higher Education "The I. M. Sechenov First Moscow State Medical University" (Sechenov University) of Minzdrav of Russia, 119921, Moscow, Russia,
Probl Sotsialnoi Gig Zdravookhranenniiai Istor Med. 2022 May;30(3):364-370. doi: 10.32687/0869-866X-2022-30-3-364-370.
The COVID-19 pandemic came out as an imperative of large-scale transformations in higher education system, including higher medical school. At that, introduction of self-isolation regime in the spring 2020 highlighted the task of organizing education in remote format with maintaining education quality. The article presents results of sociological survey with purpose of studying perception of students of medical university of transition to remote learning format at the COVID-19 pandemic outset. The majority of respondents perceived remote learning format as an emergency measure to maintain continuity of education process, that, however, cannot completely replace full-time practice-oriented teaching "at the bedside of the patient". Understanding the special tasks of training medical specialist required new solutions from higher school and additional efforts from all subjects of educational process - restructuring organizational infrastructure ensuring communication of teaching staff and students, solving organizational problems of access to educational content, adapting to practice of digital medical education, expanding use of AR, VR, mixed reality and simulation learning technologies. The students, highly assessing quality of digital content, noted difficulties of self-organization in "home" format due to a lot of distracting factors (family, domestic life, etc.) that had key impact on motivation of their learning activities. Nevertheless, among respondents of medical university, a number of students formed subgroup that considering personal experience of remote learning assumed that this format is actual and effective and allows one to fully master university curriculum. The transition to remote learning format in university as emergency measure during pandemic, will obviously be consolidated as an invariant standard of organizing educational process.
新冠疫情成为高等教育系统（包括高等医学院校）大规模变革的必然要求。当时，2020年春季实施的自我隔离制度凸显了以远程形式组织教育并维持教育质量的任务。本文呈现了一项社会学调查的结果，目的是研究在新冠疫情初期医科大学学生对向远程学习形式转变的认知。大多数受访者将远程学习形式视为维持教育过程连续性的紧急措施，然而，这无法完全取代在“患者床边”进行的全日制实践导向教学。理解培养医学专家的特殊任务需要高校提出新的解决方案，并需要教育过程中的所有主体付出额外努力——重组组织基础设施以确保教师与学生之间的沟通，解决获取教育内容的组织问题，适应数字医学教育实践，扩大增强现实（AR）、虚拟现实（VR）、混合现实和模拟学习技术的应用。学生们高度评价数字内容的质量，但指出由于诸多干扰因素（家庭、家庭生活等），“在家”形式下的自我组织存在困难，这些因素对他们学习活动的积极性产生了关键影响。尽管如此，在医科大学的受访者中，一些学生形成了一个子群体，他们基于远程学习的个人经历认为这种形式是切实可行且有效的，能够让人完全掌握大学课程。大学向远程学习形式的转变作为疫情期间的紧急措施，显然将巩固为组织教育过程的一个不变标准。
