Ayoubieh Houriya, Alkhalili Eyas, Nino Diego, Coue Martine, Herber-Valdez Christiane, Pfarr Curt M
Department of Medical Education, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA.
Department of Surgery, Paul L Foster School of Medicine, Texas Tech University Health Sciences Center El Paso, El Paso, TX USA.
Med Sci Educ. 2023 Jan 9;33(1):147-156. doi: 10.1007/s40670-022-01723-6. eCollection 2023 Feb.
Virtual instruction became the primary educational delivery method for pre-clerkship medical students during the COVID-19 pandemic. The aims of this study were to evaluate the effectiveness of a virtual and blended pre-clerkship curriculum and to assess its impact on students.
We surveyed 223 1st- and 2nd-year medical students (MS1s and MS2s) enrolled at the Paul L Foster School of Medicine. We analyzed student satisfaction with their courses, along with summative exam scores, compared to previous academic years.
The survey was completed by 125 of 223 students (56%). Most students changed their study methods (78%), experienced technical issues (85%), and had difficulty communicating with faculty (62%). MS1s were significantly more likely than MS2s to report difficulty in adjusting to virtual instruction ( = 0.037) and a negative impact on their learning skills ( = 0.005) and academic performance ( = 0.003). Students reported the virtual environment negatively affected their social skills (77%), connectedness to peers (89%), and professional development (62%). MS1s were more likely than MS2s to perceive a negative effect on their sense of wellness ( = 0.002). The overall satisfaction with the courses was similar to previous academic years. Student performance in the summative examination of the first virtually delivered unit was lower ( = 0.007) than the previous year's cohorts.
The difference in MS1s and MS2s perceptions of virtual and blended instruction highlights the importance of face-to-face learning during the first year. Benefits and drawbacks were identified which may help inform educators when designing future learning models.
The online version contains supplementary material available at 10.1007/s40670-022-01723-6.
在新冠疫情期间，虚拟教学成为医学预科学生的主要教学方式。本研究旨在评估虚拟与混合式医学预科课程的有效性，并评估其对学生的影响。
我们对保罗·L·福斯特医学院的223名一年级和二年级医学生（MS1和MS2）进行了调查。我们分析了学生对课程的满意度以及总结性考试成绩，并与前几个学年进行了比较。
223名学生中有125名（56%）完成了调查。大多数学生改变了学习方法（78%），遇到了技术问题（85%），并且在与教师沟通方面存在困难（62%）。MS1比MS2更有可能报告难以适应虚拟教学（P = 0.037），以及对他们的学习技能（P = 0.005）和学业成绩（P = 0.003）产生负面影响。学生们报告说，虚拟环境对他们的社交技能（77%）、与同伴的联系（89%）和职业发展（62%）产生了负面影响。MS1比MS2更有可能认为对他们的健康感有负面影响（P = 0.002）。对课程的总体满意度与前几个学年相似。第一个虚拟授课单元的总结性考试中学生的表现低于上一年的同龄人（P = 0.007）。
MS1和MS2对虚拟与混合式教学的看法差异凸显了第一年面对面学习的重要性。确定了优点和缺点，这可能有助于教育工作者在设计未来学习模式时提供参考。
在线版本包含可在10.1007/s40670-022-01723-6获取的补充材料。
