Benefits, disadvantages and eight recommendations for virtual medical education in times of COVID-19
DOI:
https://doi.org/10.21615/cesmedicina.34.COVID-19.3Keywords:
Medical Education, User-Computer Interface, Coronavirus, EducationAbstract
The COVID-19 pandemic has led to the implementation of preventive isolation as a public health measure and with these new challenges are presented for higher education institutions and especially for careers with high attendance content. A literature review was conducted in Pubmed in conjunction with reference texts in virtual education, medical education, expert opinions and articles derived from these by the snowball method. The advantages of virtual medical education mostly refer to flexibility in time, space, opportunities and resources from an individualized approach. The disadvantages, on the other hand, depend on the lack of preparation in infrastructure, as well as by teachers and students for the new modalities. The recommendations are based on a change of strategy in which the student can approach the contents in a friendly and summarized way prior to the live classes and that the latter have a focus directed to the complementation and resolution of doubts. Recommendations are presented for teachers who currently teach their contents in a virtual way to favour learning and the fulfilment of objectives. An annex is included with tools for the development of classes and other useful content for the study of topics in different areas.
Downloads
References
Zhou P, Yang X-L, Wang X-G, Hu B, Zhang L, Si H-R, et al. Discovery of a novel coronavirus associated with the recent pneumonia outbreak in humans and its potential bat origin. bioRxiv [Internet]. 2020 [cited 2020 Apr 7]; Available from: https://doi.org/10.1101/2020.01.22.914952
Pan A, Liu L, Wang C, Guo H, Hao X, Wang Q, et al. Association of Public Health Interventions With the Epidemiology of the COVID-19 Outbreak in Wuhan, China. JAMA [Internet]. 2020 Apr 10; Available from: https://doi.org/10.1001/jama.2020.6130
Presidencia de la República de Colombia. Decreto 457 de 2020. Bogotá, D.C.; 2020.
Rooks SK, Webster RK, Smith LE, Woodland L, Wessely S, Greenberg N, et al. The psychological impact of quarantine and how to reduce it: rapid review of the evidence. Lancet [Internet]. 2020;395(10227):912–20. Available from: http://dx.doi.org/10.1016/S0140-6736(20)30460-8
Scott J. The economic, geopolitical and health impacts of COVID-19 [Internet]. World Economic Forum. 2020 [cited 2020 Apr 7]. Available from: https://www.weforum.org/agenda/2020/03/the-economic-geopolitical-and-health-consequences-of-covid-19/
Becerra GE. La Educación Virtual: Retos y Desafíos en Colombia [Internet]. Revista Empresarial y Laboral. 2017 [cited 2020 Apr 7]. Available from: https://revistaempresarial. com/educacion/virtual/la-educacion-virtual-retos-desafios-colombia/
Rose S. Medical Student Education in the Time of COVID-19. JAMA [Internet]. 2020 [cited 2020 Apr 5]; Available from: http://www.ncbi.nlm.nih.gov/pubmed/32232420
Kuehn BM. Virtual and Augmented Reality Put a Twist on Medical Education. Am Med Assoc. 2018;319(8):756–8.
Andersen SAW, Guldager M, Mikkelsen PT, Sørensen MS. The effect of structured self-assessment in virtual reality simulation training of masteidectomy. Eur ArcOto-Rhino-Laryng. 2019;276:3345–52.
Boscardin C, Fergus KB, Hellevig B, Hauer KE. Twelve tips to promote successful development of a learner performance dashboard within a medical education program. Med Teach. 2018;40(8):855–61.
Cristian Celedón, experto en Educación: «Una clase por zoom no es una formación online» [Internet]. Timeline.cl. [cited 2020 Apr 13]. Available from: https://timeline.cl/2020/04/cristian-celedon-experto-en-educacion-una-clase-por-zoom-no-es-una-formacion-online/?fbclid=IwAR24knaxjnD6oiZe-6L4A9UUU6NoThUi2RPKdpIjIKpC2W5A6QS7_YX54s_g
Koller D. What we’re learning from online education [Internet]. TED. 2013 [cited 2020 Apr 6]. Available from: https://www.youtube.com/watch?v=2QLUtt86m0c
Walsh K. Mobile Learning in Medical Education: Review. Ethiop J Heal Sci [Internet]. 2015 [cited 2020 Apr 8];25(4):363–6. Available from: http://dx.doi.org/10.4314/ejhs.v25i4.10
Hsiao C-C, Tiao M-M, Chen C-C. Using interactive multimedia e-Books for learning blood cell morphology in pediatric hematology. BMC Med Educ. 2016;16(290).
Gaikwad N, Tankhiwale S. Interactive E-learning module in pharmacology: a pilot project at a rural medical college in India. Perspect Med Educ. 2014;3:15–30.
Woodham Id LA, Round J, Stenfors T, Bujacz A, Karlgren K, Jivram T, et al. Virtual patients designed for training against medical error: Exploring the impact of decision-making on learner motivation. PLoS One [Internet]. 2019 [cited 2020 Apr 8]; Available from: https://doi.org/10.1371/journal.pone.0215597
Sandars J, Goh PS. Is there a need for a specific educational scholarship for using e-learning in medical education? Med Teach [Internet]. 2016 [cited 2020 Apr 8];38(10). Available from: http://eprints.whiterose.ac.uk/99952/
Maas A, Heather C, Do CT, Brandman R, Koller D, Ng A. MOOCs and Technology to Advance Learning and Learning Research. Assoc Comput Mach. 2014;
Kulasegaram K, Rangachari PK. Beyond “formative”: assessments to enrich student learning. Adv Physiol Educ. 2018;42:5–14.
Lodge JM, Harrison WJ. The Role of Attention in Learning in the Digital Age. Yale J Biol Med. 2019;92:21–8.
Anderson BA. The attention habit: how reward learning shapes attentional selection. Ann N Y Acad Sci [Internet]. 016;1369(1):24–39. Available from: https://nyaspubs.onlinelibrary.wiley.com/doi/abs/10.1111/nyas.12957
Sadler PM, Good E. The Impact of Self-and Peer-Grading on Student Learning. Educ Assess. 2006;11(1):1–31.
Kulkarni C, Wei KP, Le H, Chia D, Papadopoulos K, Cheng J, et al. Peer and self assessment in massive online classes. ACM Trans Comp Hum Inter. 2013;20(6).
Emanuel EJ. The Inevitable Reimagining of Medical Education. Vol. 323, JAMA. American Medical Association; 2020. p. E1–2.
Deslauriers L, Schelew E, Wieman C. Improved Learning in a Large-Enrollment Physics Class. Science (80- ) [Internet]. 2011;332:862–4. Available from: http://www.ncbi.nlm.nih.gov/pubmed/21566198
Cronje JC. Towards a new definition of blended learning. Electron J e-Learning. 2020;18(2):114–35.
Salerno S. Declining Med School Standards in a Time of Pandemic [Internet]. Quillette. 2020 [cited 2020 Apr 13]. Available from: https://quillette.com/2020/04/11/declining-med-school-standards-in-a-time-of-pandemic/
Farber SM. Greatest Challenge in Medicine Today: Continuing Education. JAMA [Internet]. 1965 Aug 9;193(6):432–5. Available from: https://doi.org/10.1001/jama.1965.03090060022005
Skochelak SE, Stack SJ. Creating the Medical Schools of the Future. Acad Med.2017;92(1):16–9.
Mylopoulos M, Steenhof N, Kaushal A, Woods NN. Twelve tips for designing curricula that support the development of adaptive expertise. Med Teach. 2018;40(8):850–4.
Eva KW, Neville AJ, Norman GR. Exploring the etiology of content specificity: Factors influencing analogic transfer and problem solving. Acad Med. 1998;73(10 SUPPL.).
Taborda C. No existe la educación virtual en la ruralidad colombiana [Internet]. El Espectador. 2020 [cited 2020 Apr 13]. Available from: https://www.elespectador.com/coronavirus/no-existe-la-educacion-virtual-en-la-ruralidad-colombiana-articulo-913527
Barzansky B, Catanese VM. LCME Update on Medical Students, Patients, and COVID-19: Approaches to the Clinical Curriculum [Internet]. 2020 [cited 2020 Apr 10]. Available from: www.lcme.org
Whelan A, Prescott J, Young G, Catanese VM. Guidance on Medical Students’ Clinical Participation: Effective Immediately. 2020.
Whelan A, Prescott J, Young G, Catanese VM, McKinner R. Interim Guidance on Medical Students’ Participation in Direct Patient Contact Activities: Principles and Guidelines. 2020.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2020 CES Medicina
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Derechos de reproducción (copyright)
Cada manuscrito se acompañará de una declaración en la que se especifique que los materiales son inéditos, que no han sido publicados anteriormente en formato impreso o electrónico y que no se presentarán a ningún otro medio antes de conocer la decisión de la revista. En todo caso, cualquier publicación anterior, sea en forma impresa o electrónica, deberá darse a conocer a la redacción por escrito.
Plagios, duplicaciones totales o parciales, traduccones del original a otro idioma son de responsabilidad exclusiva de los autores el envío.
Los autores adjuntarán una declaración firmada indicando que, si el manuscrito se acepta para su publicación, los derechos de reproducción son propiedad exclusiva de la Revista CES Medicina.
Se solicita a los autores que proporcionen la información completa acerca de cualquier beca o subvención recibida de una entidad comercial u otro grupo con intereses privados, u otro organismo, para costear parcial o totalmente el trabajo en que se basa el artículo.
Los autores tienen la responsabilidad de obtener los permisos necesarios para reproducir cualquier material protegido por derechos de reproducción. El manuscrito se acompañará de la carta original que otorgue ese permiso y en ella debe especificarse con exactitud el número del cuadro o figura o el texto exacto que se citará y cómo se usará, así como la referencia bibliográfica completa.
| Article metrics | |
|---|---|
| Abstract views | |
| Galley vies | |
| PDF Views | |
| HTML views | |
| Other views | |
