ABSTRACT
As a small group of academicians in a private medical university in Malaysia, we observed, in 2020, how the COVID-19 pandemic, changed our lives and the lives of our students. We would like to share our experiences in this commentary. It describes the contingency plans taken by the School of Medicine at International Medical University (IMU) to ensure that the delivery of the medical curriculum and its assessments has the best possible outcome in these tumultuous times, with plans to improve the delivery of teaching and learning, with an emphasis on technology-enhanced learning (TEL). We hope that this commentary is beneficial to those reading and that the contingency plans developed by IMU will help other institutions in the country and in this region navigate safely through the COVID-19 storm. © Malaysian Association of Education in Medicine and Health Sciences and Penerbit Universiti Sains Malaysia. 2023.
ABSTRACT
Aim: The global pandemic of COVID-192020 has led to the extensive practice of online synchronous learning. Our primary goal is to compare different learning activities to evaluate students' perceptions. Moreover, we also aim to identify factors influencing their perception and satisfaction in these activities. Method(s): We have divided the online activities into bedside teaching, practical skill sessions, tutorials or problem-based learning, and lectures. A questionnaire was distributed to our clinical year students to document their perceptions. Result(s): Three hundred sixty-eight valid responses were received among these four learning activities combined (96 from bedside teaching, 67 from practical skill sessions, 104 from PBL/tutorial, and 101 from lecture). With the relative positive perception regarding online PBL and tutorials and preference for online lectures, there is a high possibility that these classes will remain online. To further improve their experience, students should turn on their videos during lectures. During online PBL and tutorials, good audio and video quality should always be ensured while being encouraged to remain their mic switched on. Online practical skill classes scored high in the DREEM-extracted questionnaire but were not preferred over face-to-face classes. Implementing online classes in this category should remain cautious with the limitations of tools, practice, and feedback. Good audio and video quality may help improve the experience. Conclusion(s): The advantages of learning online may lead to a persistent practice of online teaching after this pandemic. This study provides insight and specific areas that need to improve.
ABSTRACT
BACKGROUND: COVID-19 pandemic-related disruptions to EUS-based pancreatic cancer surveillance in high-risk individuals remain uncertain. METHODS: Analysis of enrolled participants in the CAPS5 Study, a prospective multicenter study of pancreatic cancer surveillance in high-risk individuals. RESULTS: Amongst 693 enrolled high-risk individuals under active surveillance, 108 (16%) had an EUS scheduled during the COVID-19 pandemic-related shutdown (median length of 78 days) in the spring of 2020, with 97% of these procedures being canceled. Of these canceled surveillance EUSs, 83% were rescheduled in a median of 4.1 months, however 17% were not rescheduled after 6 months follow-up. Prior history of cancer was associated with increased likelihood of rescheduling. To date no pancreatic cancer has been diagnosed among those whose surveillance was delayed. CONCLUSIONS: COVID-19 delayed pancreatic cancer surveillance with no adverse outcomes in efficiently rescheduled individuals. However, 1 in 6 high-risk individuals had not rescheduled surveillance, indicating the need for vigilance to ensure timely surveillance rescheduling.