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2.
Int J Environ Res Public Health ; 19(1)2021 12 25.
Article in English | MEDLINE | ID: covidwho-1580820

ABSTRACT

BACKGROUND/AIMS: To avoid the negative impacts of the COVID-19 pandemic on clinical clerkship, supplemental teachings such as digital materials in the scenario-based distal simulations were implemented. This study utilized the OSCE (objective-structured clinical examination) to evaluate the impact of COVID-19 pandemic on the learning outcome of medical students from the regular group (class of 2020) and pandemic-impacted group (class of 2021). METHODS: All medical students serially took, firstly, the mock-OSCE, secondly, the mock-OSCE, and the national OSCE. Then, the serial OSCE scores were compared between groups. RESULTS: Although with similar scores in the first mock OSCE, the regular group (n = 78) had a higher average score in the national OSCE than the pandemic-impacted group (n = 80) (872.18 vs. 834.96, p = 0.003). In terms of improvement, the performances of the regular group were also better than the pandemic-impacted group between the second mock OSCE and the national OSCE (79.10 vs. 38.14, p = 0.014), and between the second mock OSCE and the national OSCE (125.11 vs. 77.52, p = 0.003). While separating distinct genres, the regular group had more of a score increment in standardized patient-based stations between the second mock OSCE and the national OSCE (regular vs. pandemic-impacted: 57.03 vs. 18.95, p = 0.003), as well as between the first mock OSCE and the national OSCE (75.97 vs. 26.36, p < 0.001), but there was no significant difference among the skill-based stations. In particular, the scores of the emergency medicine associated station in the national OSCE of the pandemic-impacted group was lower. CONCLUSIONS: Our study implies that the pandemic significantly hampered the learning outcomes of final year medical students in their clinical participation. Especially facing the COVID-19 pandemic, more supplemental teachings are needed to compensate the decreasing emergency medicine exposure.


Subject(s)
COVID-19 , Students, Medical , Clinical Competence , Educational Measurement , Humans , Pandemics , Prospective Studies , SARS-CoV-2 , Taiwan/epidemiology
3.
Anesth Analg ; 133(5): 1331-1341, 2021 Nov 01.
Article in English | MEDLINE | ID: covidwho-1566542

ABSTRACT

In 2020, the coronavirus disease 2019 (COVID-19) pandemic interrupted the administration of the APPLIED Examination, the final part of the American Board of Anesthesiology (ABA) staged examination system for initial certification. In response, the ABA developed, piloted, and implemented an Internet-based "virtual" form of the examination to allow administration of both components of the APPLIED Exam (Standardized Oral Examination and Objective Structured Clinical Examination) when it was impractical and unsafe for candidates and examiners to travel and have in-person interactions. This article describes the development of the ABA virtual APPLIED Examination, including its rationale, examination format, technology infrastructure, candidate communication, and examiner training. Although the logistics are formidable, we report a methodology for successfully introducing a large-scale, high-stakes, 2-element, remote examination that replicates previously validated assessments.


Subject(s)
Anesthesiology/education , COVID-19/epidemiology , Certification/methods , Computer-Assisted Instruction/methods , Educational Measurement/methods , Specialty Boards , Anesthesiology/standards , COVID-19/prevention & control , Certification/standards , Clinical Competence/standards , Computer-Assisted Instruction/standards , Educational Measurement/standards , Humans , Internship and Residency/methods , Internship and Residency/standards , Specialty Boards/standards , United States/epidemiology
4.
Lang Speech Hear Serv Sch ; 52(3): 769-775, 2021 07 07.
Article in English | MEDLINE | ID: covidwho-1545676

ABSTRACT

Purpose The COVID-19 pandemic has necessitated a quick shift to virtual speech-language services; however, only a small percentage of speech-language pathologists (SLPs) had previously engaged in telepractice. The purpose of this clinical tutorial is (a) to describe how the Early Language and Literacy Acquisition in Children with Hearing Loss study, a longitudinal study involving speech-language assessment with children with and without hearing loss, transitioned from in-person to virtual assessment and (b) to provide tips for optimizing virtual assessment procedures. Method We provide an overview of our decision making during the transition to virtual assessment. Additionally, we report on a pilot study that calculated test-retest reliability from in-person to virtual assessment for a subset of our preschool-age participants. Results Our pilot study revealed that most speech-language measures had high or adequate test-retest reliability when administered in a virtual environment. When low reliability occurred, generally the measures were timed. Conclusions Speech-language assessment can be conducted successfully in a virtual environment for preschool children with hearing loss. We provide suggestions for clinicians to consider when preparing for virtual assessment sessions. Supplemental Material https://doi.org/10.23641/asha.14787834.


Subject(s)
Child Language , Education of Hearing Disabled , Educational Measurement/methods , Hearing Loss , Speech-Language Pathology/methods , Telemedicine/methods , COVID-19 , Child, Preschool , Educational Measurement/economics , Family , Humans , Pandemics , Pilot Projects , Speech-Language Pathology/economics , Surveys and Questionnaires , Telemedicine/economics
5.
Curr Pharm Teach Learn ; 13(11): 1498-1502, 2021 11.
Article in English | MEDLINE | ID: covidwho-1525752

ABSTRACT

BACKGROUND AND PURPOSE: In-person Objective Structured Clinical Examinations (OSCEs) are used as assessments in most pharmacy programs, however, reports of virtual OSCEs and skills assessments are limited. With a pivot to virtual OSCEs necessitated by the COVID-19 pandemic, it is important to consider core competencies assessed as well as logistics, technology, and other factors. EDUCATIONAL ACTIVITY AND SETTING: The virtual redesign of a Capstone OSCE for third professional year pharmacy students at the beginning of the COVID-19 pandemic. FINDINGS: Core components of pivoting an in-person Capstone OSCE to virtual included an initial assessment of what was planned, what competencies were being assessed, and how this could be accomplished in the virtual realm. Key stakeholders such as students, testing and evaluation services, and faculty were included in the planning process. In addition to changes in OSCE delivery, grading processes and remediation were also modified. SUMMARY: This Capstone OSCE merged virtual education and skills-based assessments together out of necessity and provides an example of flexibility and nimbleness in times of great change. Although further assessment is needed, processes used and lessons learned are helpful for future, intentional planning of virtual or partially virtual skills assessments.


Subject(s)
COVID-19 , Students, Pharmacy , Clinical Competence , Educational Measurement , Faculty, Pharmacy , Humans , Pandemics , SARS-CoV-2
6.
Ann Vasc Surg ; 76: 28-37, 2021 Oct.
Article in English | MEDLINE | ID: covidwho-1525690

ABSTRACT

OBJECTIVES: The COVID-19 pandemic resulted in the cancellation of in-person testing across the country. We sought to understand the feasibility of conducting virtual oral examinations as well as solicit opinions of vascular surgery program directors (PD) regarding the use of virtual platforms to conduct both low stakes mock oral examinations with their trainees and potentially "real" high stakes certifying examinations (CE) moving forward. METHODS: Forty-four senior vascular surgery trainees from 17 institutions took part in a virtual mock oral examination conducted by 38 practicing vascular surgeons via Zoom. Each examination lasted 30 minutes with four clinical scenarios. An anonymous survey pertaining to the conduct of the examination and opinions on feasibility of using virtual examinations for the vascular surgery CE was sent to all examiners and examinees. A similar survey was sent to all vascular surgery program directors. RESULTS: The overall pass rate was 82% (36/44 participants) with no correlation with training paradigm. 32/44 (73%) of trainees, 29/38 (76%) of examiners and 49/103 (48%) of PDs completed the surveys. Examinees and examiners thought the experience was beneficial and PDs also thought the experience would be beneficial for their trainees. While the majority of trainees and examiners believed they were able to communicate and express (or evaluate) knowledge and confidence as easily virtually as in person, PDs were less likely to agree confidence could be assessed virtually. The majority of respondents thought the CE of the Vascular Surgery Board of the American Board of Surgery could be offered virtually, although no groups thought virtual exams were superior to in person exams. While cost benefit was perceived in virtual examinations, the security of the examination was a concern. CONCLUSIONS: Performing virtual mock oral examinations for vascular surgery trainees is feasible. Both vascular surgery trainees as well as PDs feel that virtual CEs should be considered by the Vascular Surgery Board.


Subject(s)
COVID-19 , Certification , Education, Medical, Graduate , Educational Measurement , Internship and Residency , Surgeons/education , Vascular Surgical Procedures/education , Clinical Competence , Educational Status , Feasibility Studies , Female , Humans , Male , Surveys and Questionnaires , Test Taking Skills , Verbal Behavior
9.
Am J Phys Med Rehabil ; 100(11): 1100-1104, 2021 11 01.
Article in English | MEDLINE | ID: covidwho-1483693

ABSTRACT

ABSTRACT: Drastic and rapid changes to medical education are uncommon because of regulations and restrictions designed to ensure consistency among medical school curriculums and to safeguard student well-being. As a consequence of the COVID-19 pandemic, medical education had to break away from its conventions and transition from time-honored teaching methods to innovative solutions. This article explores the anticipated and actual efficacy of the swift conversion of a specialty elective from a traditional in-person format to a fully virtual clerkship. In addition, it includes a noninferiority study to determine where a virtual classroom may excel or fall short in comparison with conventional clinical rotations.


Subject(s)
Clinical Clerkship , Education, Distance/methods , Education, Medical, Undergraduate/methods , Models, Educational , Physical and Rehabilitation Medicine/education , Adult , COVID-19 , Curriculum , Educational Measurement , Female , Humans , Male , Minnesota , Organizational Innovation , Pandemics , SARS-CoV-2
10.
Br Dent J ; 231(8): 503-511, 2021 10.
Article in English | MEDLINE | ID: covidwho-1479805

ABSTRACT

Introduction The Royal College of Surgeons of England (RCSEng) and the Royal College of Physicians and Surgeons of Glasgow (RCPSG) offer the bi-collegiate Membership in Orthodontics (MOrth) examination, a summative assessment of specialist knowledge, skill and behaviour in orthodontics. The COVID-19 pandemic has had a profound global effect on almost every facet of normal life, including the conduct of face-to-face examinations. We highlight development, implementation and feedback for the bi-collegiate MOrth Part 2 examination delivered remotely to a cohort of candidates in September 2020 by RCSEng/RCPSG.Methods Two anonymised online surveys (Google Forms) were distributed via electronic mail following completion of the examination diet. Forty-two candidates were sent a survey covering four domains and comprising a total of 31 questions. The 20 examiners were sent a survey containing eight questions. In both surveys, free-text responses were also collected. A rating system was used to categorise responses. All survey responses were summarised in an online data collection sheet.Results The response rate was 78.5% (33/42) and 75% (15/20) for candidates and examiners, respectively. Overall, favourable responses in relation to all sections of the assessment were elicited from candidates with the majority (mean 79.8%; 75.8-81.9%) reporting that the online examination format worked well. Equally, favourable responses were reported by examiners. Notably, 80% of examiners felt that the online exam style did not affect the mark a candidate would receive, and 100% were confident that the marks the candidates received were a reflection of their ability and were not affected by the online delivery of the assessment.Conclusions The feedback from both candidates and examiners relating to an online remote assessment of the bi-collegiate MOrth Part 2 was generally positive. Based on the survey responses, this format of a high-stakes examination was acceptable to all stakeholders, and demonstrated a high level of perceived validity and reliability in terms of content.


Subject(s)
COVID-19 , Orthodontics , Educational Measurement , Feedback , Humans , Pandemics , Reproducibility of Results , SARS-CoV-2
11.
J Nucl Med Technol ; 49(2): 164-169, 2021 Jun.
Article in English | MEDLINE | ID: covidwho-1477743

ABSTRACT

In the latter half of 2019, coronavirus disease 2019 (COVID-19) began spreading worldwide. To prevent COVID-19 infection, all teaching at Suzuka University of Medical Sciences from April to June 2020 took place as remote lectures, not in the face-to-face format. This study analyzed postlecture questionnaire responses regarding face-to-face and remote teaching on the subject of nuclear medicine technology examinations. We examined the educational effect of using remote lectures. Methods: We conducted a questionnaire survey among students by means of a 5-point evaluation scale about satisfaction, comprehension, concentration, preparation, reviewing, and the question environment for face-to-face and remote lectures. Results: We present the results as means and SDs. Satisfaction results for face-to-face and remote lectures were 3.30 ± 0.72 and 3.36 ± 0.88, respectively. Comprehension results for face-to-face and remote lectures were 3.30 ± 0.71 and 3.30 ± 0.83, respectively. Concentration results for face-to-face and remote lectures were 3.50 ± 0.69 and 3.05 ± 0.90, respectively. The preparation results for face-to-face and remote lectures were 2.57 ± 0.88 and 2.67 ± 0.94, respectively. The reviewing results for face-to-face and remote lectures were 2.84 ± 0.85 and 3.39 ± 0.89, respectively. The question environment results for face-to-face and remote lectures lessons were 2.94 ± 0.90 and 3.43 ± 0.84, respectively. There were no significant differences between face-to-face and remote lectures in terms of satisfaction, comprehension, or preparation. There were significant differences between face-to-face and remote lectures in terms of concentration, reviewing, and the questioning environment (P < 0.001). Conclusion: This comparative analysis of the postlecture questionnaire responses for face-to-face and remote formats in nuclear medicine technology examinations showed that remote lectures have a strong educational effect. We believe that, in future, remote lectures should be considered a tool in student education.


Subject(s)
Education, Distance/methods , Nuclear Medicine/education , Curriculum , Education, Medical , Educational Measurement , Feedback , Humans , SARS-CoV-2 , Surveys and Questionnaires
12.
Br J Gen Pract ; 71(705): 157, 2021 04.
Article in English | MEDLINE | ID: covidwho-1468508
13.
BMC Med Educ ; 21(1): 527, 2021 Oct 11.
Article in English | MEDLINE | ID: covidwho-1463246

ABSTRACT

Boyle et al. discuss the development and implementation of a Virtual Objective Structured Clinical Examination due to the COVID-19 pandemic lockdown precluding face-to-face Objective Structured Clinical Examinations, something we too as clinical medical students studying at University College London have experienced. We commend Boyle et al. for promptly creating and delivering this assessment. However, we believe this style of assessment has the potential to exacerbate the ethnic and social inequalities that currently exist within medical education. Going forward, it is imperative that the home environment is considered in an attempt to level the playing field.


Subject(s)
COVID-19 , Pandemics , Communicable Disease Control , Educational Measurement , Humans , SARS-CoV-2
14.
Ann Med ; 53(1): 1520-1530, 2021 12.
Article in English | MEDLINE | ID: covidwho-1455001

ABSTRACT

OBJECTIVE: During the COVID-19 pandemic, emergency medicine (EM) teachers had to employ innovative methods to ensure the continuity of the education process. The purpose of this study was to explore the adequacy of the 360-degree video (video 360) technology in EM education in the context of: (a) students' attitudes towards the video 360; (b) students' academic performance in their required examination at the end of the EM course compared to the assessment results of students from the previous academic year. METHODS: A mixed-method research project enrolled the fourth-year medical students who attended the required EM course during the first semester of the academic year 2020-2021 when all activities with undergraduate students went online and teaching scenarios recorded in the video 360 format were employed. Data collection was two-fold: (a) anonymous questionnaires, complemented with basic YouTube analytics; (b) multiple-choice questionnaires (MCQ) and oral examination, contrasting the results with those in 2019-2020. Data analysis used descriptive statistics and non-parametric methods. RESULTS: Seventy-nine students (53 females and 26 males) participated in the project and all completed the EM course. Students' interest in and their acceptance of the video 360 technology were high (total scoring in the upper 20% of the respective scales), with consistently good performance in two parallel, independent, interview-based oral/practical evaluations (Spearman correlation coefficient R = 0.665, p < .001). The majority scored over 90% in the summative MCQ, with higher values compared to their colleagues' during the previous academic year (with on-site teaching): scoring percentages with mean ± standard deviation of 92.52 ± 4.57 and 76.67 ± 18.77, respectively. CONCLUSION: Our project showed that the video 360 scenarios were effective in teaching EM. In the long term, employing this accessible and inexpensive educational approach would add value to on-site training by enriching the exposure to a specific ED environment.KEY MESSAGESMedical students valued the 360-degree video scenarios as contributing substantially to their EM knowledge and preparedness.Examination results confirmed the 360-degree video scenarios as viable in EM teaching.The 360-degree video technology would be a sustainable solution for hybrid medical teaching in the long term.


Subject(s)
COVID-19/epidemiology , Education, Medical, Undergraduate/methods , Emergency Medicine/education , Students, Medical/statistics & numerical data , Virtual Reality , Educational Measurement , Female , Humans , Male
15.
Clin Anat ; 35(1): 87-93, 2022 Jan.
Article in English | MEDLINE | ID: covidwho-1449917

ABSTRACT

During the COVID-19 pandemic, many educational institutions followed the blended learning system. Using the participants' opinions, we evaluated the Blackboard (Bb) collaborate platform for online team-based learning (TBL) sessions for undergraduate students from different medical programs in the KSA. The participants were students on the MBBS Program (157 year two and 149 year three), together with 53 students in year one of the Nursing Program, 25 in year two of the Doctor of Pharmacy Program, and 11 in year two of the Medical Laboratory Sciences Program in Fakeeh College for Medical Sciences, (FCMS) KSA. To assess students' recall, engagement, and satisfaction with the sessions, an online TBL plan was designed and reviewed by the Medical Education Department. The students completed an online survey at the end of each session. All responses in this study showed a statistically significant positive difference from the neutral mid-point response (p < 0.05), reflecting high satisfaction. In the MBBS Program, the survey was completed by 40 students in year two and 76 in year three. The mean responses were 4.1 ± 0.3 and 3.9 ± 0.2 respectively (mean ± SD). In the BSN Program, 19 students completed the survey. The mean response was 4.6 ± 0.2. In the Pharm D Program, 10 students completed the survey. The mean response was 4.9 ± 0.12. In the MLS Program, eight students completed the survey. The mean response was 4.8 ± 0.12. It was concluded that online TBL using Bb collaborate is a successful anatomy-learning tool among FCMS students on different programs.


Subject(s)
COVID-19 , Students, Medical , Educational Measurement , Humans , Pandemics , SARS-CoV-2
16.
PLoS One ; 16(9): e0257039, 2021.
Article in English | MEDLINE | ID: covidwho-1416882

ABSTRACT

INTRODUCTION: Newly graduated medical doctors in their internships are positioned to strengthen the front line in combating COVID-19. We developed a Massive Open Online Course (MOOC) to equip them with adequate knowledge for COVID-19 management. This paper aims to analyze the MOOC and evaluate participant satisfaction and increase in knowledge after completing the course. METHODS: An observational study was conducted. Quantitative data were obtained from questionnaires and pre- and post-tests. Responses to open-ended questions of the questionnaires were collected. Analysis using the Quality Reference Framework was also completed. RESULTS: The MOOC consisted of fundamental knowledge of COVID-19 (Part A) and further enrichment (Part B), and the content was written in the Indonesian language. A total of 3,424 and 2,462 participants completed the course in August and November 2020, respectively. Most participants agreed that the platform was easy to navigate, the design was interesting, and the content was aligned with their needs. Pre- and post-test scores in Part A's subjects increased significantly. Factors contributing to and inhibiting usability and areas for improvement were further highlighted. DISCUSSION: The use of a specific quality framework facilitated a comprehensive evaluation of the MOOC's strengths, weaknesses, and areas for future improvements. The participants' satisfaction and pre- and post-test results showed that the current MOOC holds great potential benefit for continuing education for medical interns joining the frontliners during the pandemic. Future implementation should consider increasing the quality of learning resources, scaling up the platform and its technical supports, and enhancing organizational supports.


Subject(s)
COVID-19/epidemiology , Education, Distance/methods , Education, Medical, Graduate/methods , Program Evaluation , Educational Measurement , Humans , Indonesia/epidemiology , Surveys and Questionnaires
18.
Ann Surg ; 274(2): 229-230, 2021 08 01.
Article in English | MEDLINE | ID: covidwho-1402756
20.
rev. cuid. (Bucaramanga. 2010) ; 12(3): 1-13, 20210821.
Article in Spanish | LILACS (Americas) | ID: covidwho-1391494

ABSTRACT

Introducción: La pandemia originada por el nuevo coronavirus, hizo que los docentes universitarios enfrentaran el desafío de adoptar nuevas estrategias didácticas de tipo virtual para dar continuidad al proceso enseñanza-aprendizaje. El objetivo del estudio fue determinar la efectividad del uso de un objeto virtual de aprendizaje en la formación de profesionales de Enfermería. Materiales y Método: Se trata de un estudio de tipo cuantitativo cuasi experimental pre-post con grupo control sin aleatorización. Las mediciones estuvieron orientadas a determinar el efecto de la aplicación del objeto virtual de aprendizaje. Resultados: La población estuvo constituida por la totalidad de estudiantes de quinto semestre de Enfermería de la Universidad de los Llanos, durante el primer y segundo semestre de 2018. Se garantizó una muestra de 81 sujetos (40 del grupo control y 41 del experimental). Se utilizó prueba de McNemar para determinar diferencias entre grupos pareados y la U de Mann Whitney para comparar los puntajes y la diferencia. Se evidenció el desarrollo de competencias en los dos grupos, pero con mayor nivel en el grupo intervenido con el objeto virtual, lo cual indica que la estrategia mejoró significativamente el desarrollo de competencias en comparación con la enseñanza tradicional y fue de bastante utilidad en época de pandemia. Conclusiones: La aplicación del objeto virtual de aprendizaje favoreció el proceso enseñanza aprendizaje, permitió desarrollar la competencia de administrar medicamentos en pediatría, de forma crítica y reflexiva.


Introduction: The pandemic originated by the new coronavirus, made university teachers face the challenge of adopting new didactic online strategies to give continuity to the teaching-learning process. The objective of the study was to determine the effectiveness in the use of an online learning object in the nursing professionals training. Materials and Methods: This is a quantitative quasi-experimental pre-post study with a non-randomized control group. The measurements were aimed at determining the effect of the online learning object application. Results: The population was made up by all fifth-semester Nursing students of the Universidad de los Llanos, during the first and second semester of 2018. A sample of 81 subjects (40 in the control group and 41 in the experimental group) was guaranteed. The McNemar test was used to determine differences between paired groups and Mann Whitney U to compare scores and difference. The skills development was evidenced in both groups, but with a higher level in the group intervened with the online object, which indicates that the strategy significantly improved the development of skills compared to traditional teaching and was quite useful in times of pandemic. Conclusions: The application of the online learning object favored the teaching-learning process, allowed developing the competence of administering medications in pediatrics, in a critical and reflective manner.


Introdução: A pandemia originada pelo novo coronavírus fez com que professores universitários enfrentassem o desafio de adotar novas estratégias didáticas de tipo virtual para dar continuidade ao processo de ensino-aprendizagem. O objetivo do estudo era determinar a eficácia do uso de um objeto de aprendizagem virtual no treinamento de profissionais de Enfermagem. Materiais e métodos: Este é um estudo quantitativo quasi-experimental pré e pós com um grupo de controle não aleatório. As medidas tinham como objetivo determinar o efeito da aplicação do objeto virtual de aprendizagem. Resultados: A população consistia de todos os estudantes de Enfermagem do quinto semestre da Universidad de los Llanos, durante o primeiro e segundo semestres de 2018. Uma amostra de 81 sujeitos foi garantida (40 do grupo de controle e 41 do grupo experimental). O teste McNemar foi usado para determinar diferenças entre grupos emparelhados e o teste U de Mann-Whitney para comparar pontuações e diferenças. Houve desenvolvimento de competências em ambos os grupos, mas com um nível mais alto no grupo que participou com o objeto virtual, indicando que a estratégia melhorou significativamente o desenvolvimento de competências em comparação ao ensino tradicional e foi bastante útil em tempos de pandemia. Conclusões: A aplicação do virtual objeto de aprendizagem favoreceu o processo de ensino-aprendizagem, permitiu o desenvolvimento da competência de administração de medicamentos em pediatria, de forma crítica e reflexiva.


Subject(s)
Humans , Male , Female , Education, Nursing , Educational Measurement , Academic Performance
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