Yaşlı Mert, Koçak Algül Serra, Alpay-Kanıtez Nilüfer
Koç University School of Medicine, İstanbul, Turkey.
Dean Office, Koç University School of Medicine, İstanbul, Turkey.
Psychol Health Med. 2023 Jul-Dec;28(8):2375-2380. doi: 10.1080/13548506.2022.2124289. Epub 2022 Sep 12.
COVID-19 pandemic affected the world in many ways. Internal medicine education needed to be shaped according to the requirements of this pandemic. The aim of this study is to understand the effect of COVID-19 pandemic on internal medicine education and evaluate the newly introduced methods for education. Fourth-year medical students of 2019-2020 and 2020-2021 academic terms are evaluated in this study. Exam results and feedback scores of students are obtained. Assessment methods in pre-pandemic group are face-to-face written exam and OSCE exam, whereas in post-pandemic group, online written exam and OSCE exam are used. Feedback forms are the same in both groups. The median written exam score was higher in the post-pandemic group than in the pre-pandemic group (84 vs 80, respectively, p = 0.003). There is no statistical significance among OSCE exam grades of the two groups. Feedback scores for bedsides were slightly higher in the post-pandemic group, and there is no statistical significance. Written and OSCE exam results in the post-pandemic group were as good as in the pre-pandemic group. We realized that the learning objectives in classical lecture can also be achieved from video recordings. Although not statistically proven, we claim that increasing the time spent in clinical practice will yield more experience to the students.
新冠疫情在许多方面影响了世界。内科医学教育需要根据这场疫情的要求进行调整。本研究的目的是了解新冠疫情对内科医学教育的影响，并评估新引入的教育方法。本研究对2019 - 2020学年和2020 - 2021学年的四年级医学生进行了评估。获取了学生的考试成绩和反馈分数。疫情前组的评估方法是面对面笔试和客观结构化临床考试（OSCE），而疫情后组采用在线笔试和OSCE考试。两组的反馈表相同。疫情后组的笔试成绩中位数高于疫情前组（分别为84分和80分，p = 0.003）。两组的OSCE考试成绩之间没有统计学意义。疫情后组床边检查的反馈分数略高，但没有统计学意义。疫情后组的笔试和OSCE考试成绩与疫情前组一样好。我们意识到经典讲座中的学习目标也可以通过视频记录来实现。虽然没有统计学证明，但我们认为增加临床实践时间将使学生获得更多经验。
