Bridgwood Bernadeta, Sabbagh Cezar, Houghton John, Nickinson Andrew, Pepper Coral, Sayers Rob
University of Leicester.
University Hospitals of Leicester.
MedEdPublish (2016). 2021 Mar 3;10:62. doi: 10.15694/mep.2021.000062.1. eCollection 2021.
This article was migrated. The article was marked as recommended. Introduction As traditional clinical teaching faces major obstacles during the COVID-19 pandemic, medical educators look toward remote teaching methods to provide solutions to allow continuation of teaching. Remote methods, teaching delivered other than face-to-face, align with the transformation seen within pedagogy over the last 20 years. Aim The aim of this scoping review was to i) identify existing teaching methods available to remotely teach cardiovascular knowledge or skills and ii) identify if they have been evaluated. Methods A scoping review of the literature was undertaken to synthesise available evidence and examine remote teaching methods for application to undergraduate medical education. Results Forty-two articles were identified which presented remote teaching methods using either teaching based online, computer-programs, digital resources, mobile-phone technology, podcasts, serious gaming, social media or resources to aid self-directed learning. Although results were heterogenous, they gave an indication of the method's usefulness. However, evaluations were not consistent and if they were, would have strengthened the value of the findings. Conclusion Various remote teaching methods are available to replace face-to-face cardiovascular teaching where this is not possible. Evidence for effectiveness and engagement of individual platforms are variable. Given the ongoing COVID-19 pandemic, medical educators should prioritise ongoing evaluation of remote teaching methods and share best practice.
本文已迁移。该文章被标记为推荐。引言 在新冠疫情期间，传统临床教学面临重大障碍，医学教育工作者期望通过远程教学方法来提供解决方案，以确保教学得以继续。远程教学方法，即非面对面授课的教学方式，与过去20年教学法的变革相契合。目的 本范围综述的目的是：i）确定可用于远程教授心血管知识或技能的现有教学方法；ii）确定这些方法是否经过评估。方法 对文献进行范围综述，以综合现有证据并研究适用于本科医学教育的远程教学方法。结果 共识别出42篇文章，这些文章介绍了使用在线教学、计算机程序、数字资源、移动电话技术、播客、严肃游戏、社交媒体或辅助自主学习资源的远程教学方法。尽管结果各异，但它们表明了这些方法的有用性。然而，评估并不一致，若评估一致，将增强研究结果的价值。结论 当无法进行面对面心血管教学时，有多种远程教学方法可替代之。各个平台的有效性和参与度证据各不相同。鉴于新冠疫情仍在持续，医学教育工作者应优先对远程教学方法进行持续评估并分享最佳实践。
