Johansen Phillip M, Celentano Lindsay, Wyatt Adam T
Neurological Surgery, Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, USA.
Medical Education, Florida Atlantic University Charles E. Schmidt College of Medicine, Boca Raton, USA.
Cureus. 2022 Aug 30;14(8):e28593. doi: 10.7759/cureus.28593. eCollection 2022 Aug.
Introduction Over the past decade, pre-clerkship medical education has shifted from solely relying on didactic lectures to implementing more group learning and clinical experience to promote individualized, self-directed, and patient-centered education. COVID-19 required medical schools to examine their curricula and determine which portions were adaptable to virtual learning. This study compared first-year medical students' (MS1) perceptions of an online curriculum, focusing on the students' preferred resources before and after the transition to virtual courses. Materials and methods At one community-based allopathic medical school, a decision was made to move the entire pre-clerkship curriculum to a virtual format in the setting of the pandemic. An end-of-course survey evaluation was distributed via email to 64 first-year medical students at a community-based allopathic medical school. The participants were asked numerous questions about their overall perceptions of each course, including questions about the usefulness of lectures, small group activities, course administration, and faculty communication. Quantitative and qualitative data were collected during the standard program evaluation process for the two courses, and a third survey that focused on learning resources asked questions regarding virtual learning. Results Of the students, 29.7% reported being disappointed with the virtual curriculum, while the other 70.3% reported an unchanged or improved overall medical education. Regarding resource preferences, 56.5% of the students viewed most (76%-100%) course lectures, while 35.5% of the students viewed less than half of the course lectures. In contrast, 75.8% of the students said the majority (>50%) of their learning comes from outside resources. Furthermore, 31% reported that they are satisfied with the resources provided by the school, while 42% reported that they would like the school to provide additional resources. With that being said, 61% reported using more outside resources with the onset of a virtual curriculum, while 34% reported no change in outside resource use. Only 2% reported using fewer outside resources. Conclusion This study found that pre-clerkship medical students preferred some aspects of the in-person setting, such as social interaction and clinical exposure that is lacking in the virtual setting. However, students preferred many aspects of the virtual setting, such as having more independent study time and a more efficient learning process. Overall, before and after the transition, students were less satisfied with traditional curricular resources and more likely to choose external, board-specific resources with hopes of building strong residency applications, and these preferences were heightened in the online format.
引言 在过去十年中，临床前医学教育已从单纯依赖理论讲座转向更多地采用小组学习和临床经验，以促进个性化、自主导向和以患者为中心的教育。新冠疫情要求医学院校审视其课程，并确定哪些部分适合虚拟学习。本研究比较了一年级医学生（MS1）对在线课程的看法，重点关注向虚拟课程过渡前后学生偏爱的资源。
材料与方法 在一所社区opathic医学院，在疫情背景下决定将整个临床前课程转换为虚拟形式。通过电子邮件向一所社区opathic医学院的64名一年级医学生发放了课程结束后的调查评估。参与者被问及了许多关于他们对每门课程总体看法的问题，包括关于讲座的实用性、小组活动、课程管理和教师沟通的问题。在这两门课程的标准项目评估过程中收集了定量和定性数据，以及一项侧重于学习资源的第三次调查，该调查询问了有关虚拟学习的问题。
结果 29.7%的学生表示对虚拟课程感到失望，而其他70.3%的学生表示整体医学教育没有变化或有所改善。关于资源偏好，56.5%的学生观看了大部分（76%-100%）的课程讲座，而35.5%的学生观看的课程讲座不到一半。相比之下，75.8%的学生表示他们大部分（>50%）的学习来自外部资源。此外，31%的学生表示对学校提供的资源感到满意，而42%的学生表示希望学校提供更多资源。话虽如此，61%的学生表示随着虚拟课程的开始使用了更多外部资源，而34%的学生表示外部资源使用没有变化。只有2%的学生表示使用的外部资源减少了。
结论 本研究发现，临床前医学生更喜欢面对面教学环境的某些方面，如社交互动和虚拟环境中缺乏的临床接触。然而，学生们更喜欢虚拟环境的许多方面，如有更多的自主学习时间和更高效的学习过程。总体而言，在过渡前后，学生对传统课程资源的满意度较低，更有可能选择外部的、特定委员会的资源，希望以此构建有力的住院医师申请材料，并且这些偏好在在线形式下更为突出。
