Hassan Adla Bakri, El-Agroudy Amgad, Shehata Mohamed Hany, Almoawda Maryam Abdulla, Atwa Hani Salem
Department of Internal Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain.
Adv Med Educ Pract. 2022 Aug 17;13:883-892. doi: 10.2147/AMEP.S371201. eCollection 2022.
The COVID-19 pandemic had serious implications on medical schools' programs that necessitated lots of adaptations of teaching, learning, and assessment to guarantee continuity of education in medical schools. Our study aimed to evaluate perspectives of clerkship students and faculty members regarding clinical teaching adaptations implemented during the COVID-19 pandemic.
A descriptive, cross-sectional, survey-based study was conducted and targeted 5 and 6 year clerkship students and full- and part-time clinical faculty. The survey explored (1) perception of the degree of contribution of implemented adaptations to student achievement of expected clinical competencies, (2) degree of confidence regarding students' achievement of expected clinical competencies through such adaptations, and (3) perception of the effect of implemented educational adaptations on students' learning. Descriptive statistics were used, and statistical significance level was set at p < 0.05.
The survey exhibited high internal consistency. Both students and faculty members felt that most of the adaptations had moderate to high contribution to student achievement of expected clinical competencies. On a 5-point scale, the highest score was given by faculty members to "Interpretation of investigations" (3.93±0.84) while the lowest scores were given by faculty members (3.10±1.21) and students (2.57±1.36) to "Performing clinical procedures". Students and faculty members agreed that the adaptations had positive effect on students' learning except for the statement "Students were able to easily monitor their academic progress" where students gave less scores than faculty members, with a statistically significance difference (p=0.029).
Students and faculty members had similar perspectives regarding the implemented adaptations and their impact and contribution to student learning and achievement of the basic clinical competencies. Both of them agreed on the need for and importance of the implemented adaptations. Our findings recommend such adaptations during the times of crises, which can be conducted through integrating online teaching with face-to-face teaching.
新冠疫情对医学院课程产生了严重影响，这使得教学、学习和评估需要进行大量调整，以确保医学院教育的连续性。我们的研究旨在评估实习学生和教职员工对新冠疫情期间实施的临床教学调整的看法。
开展了一项基于调查的描述性横断面研究，目标人群为五、六年级的实习学生以及全职和兼职临床教师。该调查探讨了：（1）对实施的调整对学生达到预期临床能力的贡献程度的看法；（2）对学生通过此类调整达到预期临床能力的信心程度；（3）对实施的教育调整对学生学习效果的看法。采用描述性统计方法，设定统计学显著性水平为p<0.05。
该调查显示出较高的内部一致性。学生和教职员工都认为，大多数调整对学生达到预期临床能力有中等至高的贡献。在5分制量表上，教职员工对“检查结果解读”给出的分数最高（3.93±0.84），而对“进行临床操作”给出的分数最低，教职员工为（3.10±1.21），学生为（2.57±1.36）。学生和教职员工一致认为，这些调整对学生的学习有积极影响，但在“学生能够轻松监测自己的学业进展”这一表述上，学生给出的分数低于教职员工，且存在统计学显著性差异（p=0.029）。
学生和教职员工对实施的调整及其对学生学习和基本临床能力达成情况的影响和贡献有相似的看法。他们都认同实施这些调整的必要性和重要性。我们的研究结果建议在危机时期进行此类调整，可通过将在线教学与面对面教学相结合来实现。
