RESUMEN
BackgroundThe use of interactive patient scenarios has long been a valuable component of medical school curricula, as this type of learning facilitates empathy, comprehensive understanding, and cultural sensitivity.[1] The COVID-19 pandemic, however, has precipitated a shift to more virtual strategies to keep students, faculty, and patients safe.[2]ObjectivesTo evaluate second year medical students' (MS2s) perceptions on the use of live patient encounters during the teaching of the skin and rheumatology course (BMS 6635) using different teaching formats due to changes from the COVID-19 pandemic.MethodsFour to five patients with dermatologic, autoimmune, and musculoskeletal diseases volunteered to participate in an interactive teaching session with MS2s at the University of Central Florida College of Medicine. MS2s enrolled in BMS 6635 were asked to voluntarily complete a survey about their learning experiences using these patient cases. Students who did not respond to the survey were excluded. Data analysis using Chi Square testing was performed on survey responses obtained pre-pandemic as compared to those collected in academic years 2020-2021 and 2021-2022 during the COVID-19 pandemic.Results700 surveys were obtained after patient cases given in different formats. When the interactive patient cases were given in person before COVID-19, 93% of students enjoyed the cases and 95% of students believed that the cases were an appropriate learning experience in their education. When these cases were delivered virtually beginning in the academic year 2020-2021, however, students' enjoyment of these cases decreased to 86%, with 92% of students believing that the cases were an appropriate learning experience. This is a 7% and 9% decrease, respectively, from pre-pandemic years. During the academic year 2021-2022, use of a hybrid model, with students and faculty in-person and patients participating virtually, resulted in 81% of students enjoying the interactive patient cases and 83% of students believing that the cases were an appropriate learning experience. This was a 12% decrease from before the COVID-19 pandemic (p <.001) and a 5% and 9% decrease, respectively, from the previous year (p <.001) (Figure 1). 37% of students who had their cases in a completely virtual format preferred the interactive patient sessions to stay completely virtual, while 51% of students who participated in hybrid sessions during COVID-19 preferred the sessions to be completely virtual (p<.029) (Table 1).Table 1.Medical student survey responses comparing live patient encounters given in person, completely virtually, and a hybrid formatIn person pre-Covid (2016-2020)Completely virtual-Covid (2020-2021)Hybrid Format-Covid (2021-2022)Totalp-valueI enjoyed the Live Patient cases43993%9186%9881%628<.001*The Live Patient cases were an appropriate learning experience at this stage in my education44895%9792%10183%646<.001*The Live Patient cases helped me remember the diseases well for the exam9583%8075%8671%261.111Would you prefer the Live Patient sessions to be on Zoom?3937%6251%49.029** = Statistical significance defined as p<0.05Figure 1.Medical students' feedback on live patient cases given in different platforms before COVID-19 and during the COVID-19 pandemic.[Figure omitted. See PDF]ConclusionThe use of interactive patient cases in medical education has been met with positive feedback over the years and should continue to be used in medical education. This study showed that MS2s enjoyed the patient encounters more when delivered in-person vs a virtual or hybrid format. Careful consideration should be given to delivery format to optimize student learning and enjoyment.References[1] Spencer J, Blackmore D, Heard S, et al. Patient-oriented learning: a review of the role of the patient in the education of medical students. Med Educ. 2000;34(10):851-857. doi: 10.1046/j.1365-2923.2000.00779.x.[2] Rose S. Medical Student Education in the Time of COVID-19. JAMA. 2020;323(21):2131-2132. doi: 10.1001/jama.2020.5227.Acknowledgements:NIL.Disclosure of I terestsNone Declared.