Shalamar Medical and Dental College, Lahore, Pakistan.
BMC Med Educ. 2024 Aug 19;24(1):895. doi: 10.1186/s12909-024-05865-6.
The evaluation of undergraduate medical curricula plays a crucial role in ensuring effectiveness and helps in continuous improvement of the learning process. This study aims to compare the effectiveness of online and hybrid teaching models of the first-year MBBS curriculum in the COVID-19 era (2019-20) and the para-COVID-19 pandemic (2020-21).
Mixed methods study with CIPP model was used. Data was collected by administering a survey and focus group discussions (FGDs) with first-year students from the 2019-2020 and 2020-2021 cohorts, faculty and administrators, which were recorded for analysis. Recorded lectures, guidebooks, planners, and question papers were also scrutinized for quality and adequacy. Furthermore, admission merit, module assessments, and professional examination results were compared and correlated. The learning environment was evaluated through the questionnaire (validated and used by Pakistan Medical and Dental council for inspections of medical schools) and the facilities provided in both years were juxtaposed. The study utilized NVIVO for qualitative and SPSS version 23 for quantitative data analysis.
Contextual analysis underscored the critical need for online teaching during the COVID-19 pandemic, with provided resources being deemed sufficient. Notably, the student-faculty ratio stood at 4:1, and essential resources were readily available. The fully online batch outperformed the hybrid teaching class in 2020-21. Process analysis revealed successful session delivery in hybrid and online through webinars and Zoom, accompanied by timely provision of study guides and punctual assessments. Moreover, examination papers demonstrated acceptable reliability (Cronbach's alpha: 0.61) in core subjects. Product analysis indicated that the 2020-21 cohort performed better in modular and professional examinations across all subjects (P < 0.01) despite their lower admission merit compared to the 2019-20 batch.
The study revealed challenges faced during total online teaching, highlighting knowledge and skills gaps in students. While students favored hybrid teaching for interaction, faculty preferred online strategies and suggested blended learning. The administration recognized faculty's swift transition but stressed the need for blended learning workshops and strengthening the medical education department. Recommendations include implementing blended learning strategies, conducting faculty workshops, equipping the medical education department for online teaching, and gathering student feedback after each module to enhance the curriculum.
本科医学课程评估在确保教学效果方面发挥着至关重要的作用，并有助于不断改进学习过程。本研究旨在比较 COVID-19 时代（2019-20 年）和大流行后时代（2020-21 年）第一年 MBBS 课程的在线和混合教学模式的效果。
采用 CIPP 模式的混合方法研究。通过对 2019-2020 年和 2020-2021 年的一年级学生、教师和管理人员进行问卷调查和焦点小组讨论（FGD）收集数据，并对其进行分析。还仔细审查了录制的讲座、指南、计划和试卷，以评估其质量和充分性。此外，比较和相关分析了入学成绩、模块评估和专业考试成绩。通过问卷（巴基斯坦医学和牙科学院检查医学院使用的经验证的问卷）评估学习环境，并比较了这两年提供的设施。该研究使用 NVIVO 进行定性数据分析和 SPSS 版本 23 进行定量数据分析。
背景分析强调了 COVID-19 大流行期间在线教学的迫切需要，同时提供的资源被认为是充足的。值得注意的是，学生与教师的比例为 4:1，并且有足够的基本资源。2020-21 年完全在线教学的学生成绩优于混合教学班。过程分析显示，通过网络研讨会和 Zoom 成功地进行了混合和在线教学，并及时提供了学习指南和及时的评估。此外，考试试卷在核心科目中表现出可接受的可靠性（Cronbach's alpha：0.61）。产品分析表明，尽管 2020-21 年的入学成绩低于 2019-20 年的入学成绩，但该年度的所有科目模块化和专业考试成绩都更好（P < 0.01）。
该研究揭示了完全在线教学所面临的挑战，突出了学生在知识和技能方面的差距。虽然学生更喜欢混合教学以进行互动，但教师更喜欢在线策略，并建议采用混合学习。管理层认识到教师的快速转变，但强调需要举办混合学习研讨会和加强医学教育部。建议包括实施混合学习策略、举办教师研讨会、为在线教学配备医学教育部以及在每个模块后收集学生反馈，以增强课程。
