Patel Rina, Bannister Susan L, Degelman Erin, Sharma Tejeswin, Beran Tanya N, Lewis Melanie, Novak Chris
Postgraduate Medical Education, University of Calgary, Calgary, CAN.
Pediatrics, University of Calgary, Calgary, CAN.
Cureus. 2024 Feb 20;16(2):e54541. doi: 10.7759/cureus.54541. eCollection 2024 Feb.
Background The coronavirus disease 2019 (COVID-19) pandemic had a major impact on medical education with clerkship students abruptly removed from clinical activities in 2020 and hastily immersed in online learning to maintain medical education. In 2022, students returned to in-person clinical experiences, but synchronous learning sessions continued online with extensive use of asynchronous online resources. This change offers a unique opportunity to gather information about students' perspectives regarding the acceptability and effectiveness of online learning strategies. This study aims to explore the clerkship student experience with the integration of online learning and in-person learning into formalized educational sessions in clerkship. Methodology The authors administered an online survey to clerkship students at the Cumming School of Medicine at the University of Calgary, Canada in spring 2022. The survey consisted of primarily Likert-style questions to explore the perceived effectiveness of various online learning strategies. Results are reported as the proportion selecting "quite effective" or "extremely effective." Results A total of 89 students responded to the survey (57.4% of graduating class). For synchronous online learning, case-based learning was perceived as the most effective teaching strategy (61.8%), and audience response systems were the most effective strategy for improving audience engagement (70.1%). For asynchronous online learning, interactive cases (84.9%) and student-developed online study guides (83.6%) were perceived as the most effective. Students held varying perceptions regarding how online learning impacted their well-being. When considering future clerkship curricula, the majority of clerkship students preferred a blend of in-person and online learning. Conclusions This study identified that most clerkship students prefer a hybrid of in-person and online learning and that ideal online learning curricula could include case-based learning, audience response systems, and a variety of asynchronous learning resources. These results can guide curriculum development and design at other medical institutions.
背景 2019 冠状病毒病（COVID-19）大流行对医学教育产生了重大影响，2020 年见习学生突然被从临床活动中撤离，并匆忙投入在线学习以维持医学教育。2022 年，学生们回归面对面临床实习，但同步学习课程仍继续在线进行，同时大量使用了异步在线资源。这一变化为收集学生对在线学习策略的可接受性和有效性的看法提供了独特机会。本研究旨在探讨见习学生将在线学习和面对面学习整合到见习正式教育课程中的体验。
方法 作者于 2022 年春季对加拿大卡尔加里大学卡明医学院的见习学生进行了一项在线调查。该调查主要由李克特式问题组成，以探究各种在线学习策略的感知有效性。结果以选择“相当有效”或“极其有效”的比例报告。
结果 共有 89 名学生回复了调查（占毕业班的 57.4%）。对于同步在线学习，基于案例的学习被认为是最有效的教学策略（61.8%），而观众反应系统是提高观众参与度的最有效策略（70.1%）。对于异步在线学习，交互式案例（84.9%）和学生编写的在线学习指南（83.6%）被认为是最有效的。学生们对在线学习如何影响他们的幸福感有不同看法。在考虑未来的见习课程时，大多数见习学生更喜欢面对面学习和在线学习相结合的方式。
结论 本研究发现，大多数见习学生更喜欢面对面学习和在线学习相结合的方式，理想的在线学习课程可以包括基于案例的学习、观众反应系统以及各种异步学习资源。这些结果可为其他医疗机构的课程开发和设计提供指导。
