Journal of Educational Evaluation for Health Professions

Review

Medical students’ satisfaction level with e-learning during the COVID-19 pandemic and its related factors: a systematic review: Mahbubeh Tabatabaeichehr, Samane Babaei, Mahdieh Dartomi, Peiman Alesheikh, Amir Tabatabaee, Hamed Mortazavi, Zohreh Khoshgoftar; J Educ Eval Health Prof. 2022;19:37. Published online December 20, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.37

2,224 View
200 Download
7 Web of Science
6 Crossref

Purpose
This review investigated medical students’ satisfaction level with e-learning during the coronavirus disease 2019 (COVID-19) pandemic and its related factors.
Methods
A comprehensive systematic search was performed of international literature databases, including Scopus, PubMed, Web of Science, and Persian databases such as Iranmedex and Scientific Information Database using keywords extracted from Medical Subject Headings such as “Distance learning,” “Distance education,” “Online learning,” “Online education,” and “COVID-19” from the earliest date to July 10, 2022. The quality of the studies included in this review was evaluated using the appraisal tool for cross-sectional studies (AXIS tool).
Results
A total of 15,473 medical science students were enrolled in 24 studies. The level of satisfaction with e-learning during the COVID-19 pandemic among medical science students was 51.8%. Factors such as age, gender, clinical year, experience with e-learning before COVID-19, level of study, adaptation content of course materials, interactivity, understanding of the content, active participation of the instructor in the discussion, multimedia use in teaching sessions, adequate time dedicated to the e-learning, stress perception, and convenience had significant relationships with the satisfaction of medical students with e-learning during the COVID-19 pandemic.
Conclusion
Therefore, due to the inevitability of online education and e-learning, it is suggested that educational managers and policymakers choose the best online education method for medical students by examining various studies in this field to increase their satisfaction with e-learning.

Citations

Citations to this article as recorded by

Factors affecting medical students’ satisfaction with online learning: a regression analysis of a survey
Özlem Serpil Çakmakkaya, Elif Güzel Meydanlı, Ali Metin Kafadar, Mehmet Selman Demirci, Öner Süzer, Muhlis Cem Ar, Muhittin Onur Yaman, Kaan Can Demirbaş, Mustafa Sait Gönen
BMC Medical Education.2024;[Epub] CrossRef
A comparative study on the effectiveness of online and in-class team-based learning on student performance and perceptions in virtual simulation experiments
Jing Shen, Hongyan Qi, Ruhuan Mei, Cencen Sun
BMC Medical Education.2024;[Epub] CrossRef
Pharmacy Students’ Attitudes Toward Distance Learning After the COVID-19 Pandemic: Cross-Sectional Study From Saudi Arabia
Saud Alsahali, Salman Almutairi, Salem Almutairi, Saleh Almofadhi, Mohammed Anaam, Mohammed Alshammari, Suhaj Abdulsalim, Yasser Almogbel
JMIR Formative Research.2024; 8: e54500. CrossRef
Effects of the First Wave of the COVID-19 Pandemic on the Work Readiness of Undergraduate Nursing Students in China: A Mixed-Methods Study
Lifang He, Jean Rizza Dela Cruz
Risk Management and Healthcare Policy.2024; Volume 17: 559. CrossRef
Physician Assistant Students’ Perception of Online Didactic Education: A Cross-Sectional Study
Daniel L Anderson, Jeffrey L Alexander
Cureus.2023;[Epub] CrossRef
Mediating Role of PERMA Wellbeing in the Relationship between Insomnia and Psychological Distress among Nursing College Students
Qian Sun, Xiangyu Zhao, Yiming Gao, Di Zhao, Meiling Qi
Behavioral Sciences.2023; 13(9): 764. CrossRef

Research articles

Is online objective structured clinical examination teaching an acceptable replacement in post-COVID-19 medical education in the United Kingdom?: a descriptive study: Vashist Motkur, Aniket Bharadwaj, Nimalesh Yogarajah; J Educ Eval Health Prof. 2022;19:30. Published online November 7, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.30

1,565 View
129 Download
2 Web of Science
2 Crossref

Abstract PDF Supplementary Material

Purpose
Coronavirus disease 2019 (COVID-19) restrictions resulted in an increased emphasis on virtual communication in medical education. This study assessed the acceptability of virtual teaching in an online objective structured clinical examination (OSCE) series and its role in future education.
Methods
Six surgical OSCE stations were designed, covering common surgical topics, with specific tasks testing data interpretation, clinical knowledge, and communication skills. These were delivered via Zoom to students who participated in student/patient/examiner role-play. Feedback was collected by asking students to compare online teaching with previous experiences of in-person teaching. Descriptive statistics were used for Likert response data, and thematic analysis for free-text items.
Results
Sixty-two students provided feedback, with 81% of respondents finding online instructions preferable to paper equivalents. Furthermore, 65% and 68% found online teaching more efficient and accessible, respectively, than in-person teaching. Only 34% found communication with each other easier online; Forty percent preferred online OSCE teaching to in-person teaching. Students also expressed feedback in positive and negative free-text comments.
Conclusion
The data suggested that generally students were unwilling for online teaching to completely replace in-person teaching. The success of online teaching was dependent on the clinical skill being addressed; some were less amenable to a virtual setting. However, online OSCE teaching could play a role alongside in-person teaching.

Citations

Citations to this article as recorded by

Feasibility and reliability of the pandemic-adapted online-onsite hybrid graduation OSCE in Japan
Satoshi Hara, Kunio Ohta, Daisuke Aono, Toshikatsu Tamai, Makoto Kurachi, Kimikazu Sugimori, Hiroshi Mihara, Hiroshi Ichimura, Yasuhiko Yamamoto, Hideki Nomura
Advances in Health Sciences Education.2023;[Epub] CrossRef
Should Virtual Objective Structured Clinical Examination (OSCE) Teaching Replace or Complement Face-to-Face Teaching in the Post-COVID-19 Educational Environment: An Evaluation of an Innovative National COVID-19 Teaching Programme
Charles Gamble, Alice Oatham, Raj Parikh
Cureus.2023;[Epub] CrossRef

Self-control as an important factor affecting the online learning readiness of Vietnamese medical and health students during the COVID-19 pandemic: a network analysis: Minh Tu Nguyen, Binh Thang Tran, Thanh Gia Nguyen, Minh Tri Phan, Thi Thu Tham Luong, Dinh Duong Le; J Educ Eval Health Prof. 2022;19:22. Published online August 25, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.22

3,544 View
202 Download

Abstract PDF Supplementary Material: Purpose
The current study aimed to use network analysis to investigate medical and health students’ readiness for online learning during the coronavirus disease 2019 (COVID-19) pandemic at the University of Medicine and Pharmacy, Hue University.
Methods
A questionnaire survey on the students’ readiness for online learning was performed using a Google Form from May 13 to June 22, 2021. In total, 1,377 completed responses were eligible for analysis out of 1,411 participants. The network structure was estimated for readiness scales with 6 factors: computer skills, internet skills, online communication, motivation, self-control, and self-learning. Data were fitted using a Gaussian graphical model with the extended Bayesian information criterion.
Results
In 1,377 students, a network structure was identified with 6 nodes and no isolated nodes. The top 3 partial correlations were similar in networks for the overall sample and subgroups of gender and grade levels. The self-control node was the strongest for the connection to others, with the highest nodal strength. The change of nodal strength was greatest in online communication for both gender and grade levels. The correlation stability coefficient for nodal strength was achieved for all networks.
Conclusion
These findings indicated that self-control was the most important factor in students’ readiness network structures for online learning. Therefore, self-control needs to be encouraged during online learning to improve the effectiveness of achieving online learning outcomes for students.

Effect of online education on the knowledge on, attitudes towards, and skills in patient safety for nursing students in Korea: a mixed-methods study: Dan Bi Cho, Won Lee, So Yoon Kim, Sungkyoung Choi; J Educ Eval Health Prof. 2022;19:14. Published online June 30, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.14

3,116 View
368 Download
1 Web of Science
1 Crossref

Abstract PDF Supplementary Material

Purpose
The purpose of this study was to evaluate the impact of synchronous online education on the patient safety competency (knowledge, attitudes, and skills) of nursing students in Korea and to explore what they thought about this educational method.
Methods
A single-group pre-and post-test design and summative content analysis were implemented. On November 14th, 2020, 110 nursing students completed synchronous online patient safety education. Patient safety competency was measured before and after the intervention using the revised Patient Safety Competency Self-Evaluation tool. The descriptive statistics, paired t-test, and Wilcoxon signed-rank test were used to analyze the data. Students also expressed their opinions about this education based on open-ended questions.
Results
All the patient safety competency scores significantly increased after intervention. A summative content analysis of the open-ended questions yielded 5 categories: educational materials, education level, education time, interaction, and educational media.
Conclusion
This study found that synchronous online patient safety education improves nursing students’ knowledge on, attitudes towards, and skills in patient safety. Nursing students also expressed a variety of positive aspects of the online education method. To improve the efficacy of synchronous online patient safety education, there is a need for further empirical studies on the appropriate class duration and difficulty of the content. It is essential to find a way to combine online education with various learning activities.

Citations

Citations to this article as recorded by

Effects of the small private online course combined with simulation-based training in a patient safety education program among nursing students: A quasi-experimental study
Hui Li, Wenzhong Zhao, Bo Li, Yanhong Li
International Journal of Nursing Sciences.2023; 10(4): 555. CrossRef

Educational/Faculty development material

Using a virtual flipped classroom model to promote critical thinking in online graduate courses in the United States: a case presentation: Jennifer Tomesko, Deborah Cohen, Jennifer Bridenbaugh; J Educ Eval Health Prof. 2022;19:5. Published online February 28, 2022; DOI: https://doi.org/10.3352/jeehp.2022.19.5

4,403 View
461 Download
4 Web of Science
5 Crossref

Abstract PDF Supplementary Material

Flipped classroom models encourage student autonomy and reverse the order of traditional classroom content such as lectures and assignments. Virtual learning environments are ideal for executing flipped classroom models to improve critical thinking skills. This paper provides health professions faculty with guidance on developing a virtual flipped classroom in online graduate nutrition courses between September 2021 and January 2022 at the School of Health Professions, Rutgers The State University of New Jersey. Examples of pre-class, live virtual face-to-face, and post-class activities are provided. Active learning, immediate feedback, and enhanced student engagement in a flipped classroom may result in a more thorough synthesis of information, resulting in increased critical thinking skills. This article describes how a flipped classroom model design in graduate online courses that incorporate virtual face-to-face class sessions in a virtual learning environment can be utilized to promote critical thinking skills. Health professions faculty who teach online can apply the examples discussed to their online courses.

Citations

Citations to this article as recorded by

A scoping review of educational programmes on artificial intelligence (AI) available to medical imaging staff
G. Doherty, L. McLaughlin, C. Hughes, J. McConnell, R. Bond, S. McFadden
Radiography.2024; 30(2): 474. CrossRef
Inculcating Critical Thinking Skills in Medical Students: Ways and Means
Mandeep Kaur, Rajiv Mahajan
International Journal of Applied & Basic Medical Research.2023; 13(2): 57. CrossRef
Promoting students’ critical thinking and scientific attitudes through socio-scientific issues-based flipped classroom
Nurfatimah Sugrah, Suyanta, Antuni Wiyarsi
LUMAT: International Journal on Math, Science and Technology Education.2023;[Epub] CrossRef
Análisis bibliométrico de la producción científica mundial sobre el aula invertida en la educación médica
Gloria Katty Muñoz-Estrada, Hugo Eladio Chumpitaz Caycho, John Barja-Ore, Natalia Valverde-Espinoza, Liliana Verde-Vargas, Frank Mayta-Tovalino
Educación Médica.2022; 23(5): 100758. CrossRef
Effect of a flipped classroom course to foster medical students’ AI literacy with a focus on medical imaging: a single group pre-and post-test study
Matthias C. Laupichler, Dariusch R. Hadizadeh, Maximilian W. M. Wintergerst, Leon von der Emde, Daniel Paech, Elizabeth A. Dick, Tobias Raupach
BMC Medical Education.2022;[Epub] CrossRef

Review

E-learning in health professions education during the COVID-19 pandemic: a systematic review: Aziz Naciri, Mohamed Radid, Ahmed Kharbach, Ghizlane Chemsi; J Educ Eval Health Prof. 2021;18:27. Published online October 29, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.27

9,975 View
559 Download
60 Web of Science
76 Crossref

Abstract PDF Supplementary Material

As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.

Citations

Citations to this article as recorded by

Online learning in Health Professions Education. Part 1: Teaching and learning in online environments: AMEE Guide No. 161
Heather MacNeill, Ken Masters, Kataryna Nemethy, Raquel Correia
Medical Teacher.2024; 46(1): 4. CrossRef
Research trends in e-learning practices for postgraduate medical education: A systematic review
Sinan Hopcan, Elif Polat, Ebru Albayrak
Education and Information Technologies.2024; 29(5): 5921. CrossRef
E‐learning and research experience exchange in the online setting of student peer mentor network during COVID‐19 pandemic and beyond: A laboratory case study
Dorota Lubanska, Sami Alrashed, Lia Oschanney, Alan Cieslukowski, Ali Nadi, Philip Habashy, Adam Renaud, Antonio Roye‐Azar, Mohamed Soliman, Kadila Adili, Allison Baker, Maliha Baseet, Amy Llancari, Aiden Mitrevski, Sahar Mouawad, Kim Nguyen, Alexandra So
Biochemistry and Molecular Biology Education.2024; 52(1): 93. CrossRef
Preparing Hematology/Oncology Fellows for Success: Implementing an Annual Career Development and Research Retreat
Akeem R. Lewis, Grace M. Choong, Elizabeth Cathcart-Rake, Narjust Florez, Urshila Durani, Siddhartha Yadav, Harry Fuentes, Karl Sorensen, Daniel S. Childs, Antoine Saliba, Jonas Paludo, Timothy J. Hobday
Journal of Cancer Education.2024; 39(1): 58. CrossRef
Development and Validation of an Active Educational Resource to Address Quality Gaps Regarding Clinical Documentation
Cailee E. Welch Bacon, Sara L. Nottingham, Tricia M. Kasamatsu
Athletic Training Education Journal.2024; 19(1): 1. CrossRef
Online teaching and learning of a pharmacy curriculum designed for active learning and professional skills development – A report of students' perceptions and learning experience in two international campuses
Suzanne Mary Caliph, Chooi Yeng Lee
Currents in Pharmacy Teaching and Learning.2024; 16(2): 119. CrossRef
Innovative practice in the training of future doctors
Ekaterina Bondarenko, Lyubov Khoronko, M.-T. Liong, I.V. Tkacheva
BIO Web of Conferences.2024; 84: 03030. CrossRef
Student satisfaction in clinical area subjects during the COVID-19 pandemic in a medical school
Anibal Diaz-Lazo, Aldo Alvarez-Risco, Carlo Córdova Rosales, Sandra Cori Rosales, Mely Ruiz-Aquino, Shyla Del-Aguila-Arcentales, Neal M. Davies, Christian R. Mejia, Jaime A. Yáñez
Frontiers in Education.2024;[Epub] CrossRef
Satisfaction and use of the didactic simulator for learning the nursing process: an observational study
Alberto Cruz-Barrientos, Eva Manuela Cotobal-Calvo, Ana María Sainz-Otero, José Manuel De-La-Fuente-Rodríguez, Daniel Román-Sánchez, Inés Carmona-Barrientos
BMC Nursing.2024;[Epub] CrossRef
Learning Environments in Undergraduate Nursing Education During COVID-19
Anna Lee, Sinhye Kim, Wonjung Noh
Nurse Educator.2024;[Epub] CrossRef
Novel teaching–learning and assessment tools to complement competency-based medical education in postgraduate training
Mohit K. Joshi
Indian Journal of Anaesthesia.2024; 68(1): 11. CrossRef
Assessment of parenteral dosage forms course objectives including objective structured practical examination by E-learning method ‎
Faten Hamed, Tarek Jinani, Nisreen Mourad, Dalal Hammoudi Halat, Mohammad Rahal
Journal of Advanced Pharmacy Education and Research.2024; 14(1): 13. CrossRef
Dropout in online higher education: a systematic literature review
Amir Mohammad Rahmani, Wim Groot, Hamed Rahmani
International Journal of Educational Technology in Higher Education.2024;[Epub] CrossRef
Examining online international health professions education: a mixed methods review of barriers, facilitators, and early outcomes
Laura Dell’Aiera, David Fitzgerald, David Fisher, Norman W. Gill
The Journal of ExtraCorporeal Technology.2024; 56(1): 2. CrossRef
Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences
Artemisa Gogollari, Sharon Mitchell, Sissel Guttormsen
BMC Medical Education.2024;[Epub] CrossRef
Multi-disciplinary staff perspectives and consensus on e-Learning and mHealth for Health Sciences curricula
Habib Noorbhai, Danica Sims, Nadia Hartman
Higher Education Research & Development.2024; 43(3): 620. CrossRef
Evaluating Critical Thinking Disposition, Emotional Intelligence, and Learning Environment of Nursing Students: A Longitudinal Study
Antonios Christodoulakis, George Kritsotakis, Manolis Linardakis, Panayota Sourtzi, Ioanna Tsiligianni
Western Journal of Nursing Research.2024;[Epub] CrossRef
The Relationship between Academic Self-Efficacy and Motivation in the Online Nursing Education Process: The Mediator Role of Anxiety
Çiğdem Torun Kılıç, Bahar Candaş Altınbaş, Didem Sarımehmet, İlknur Buçan Kıkrbir
Gümüşhane Üniversitesi Sağlık Bilimleri Dergisi.2024; 13(1): 119. CrossRef
The First Hybrid International Educational Comprehensive Cleft Care Workshop
Rami S. Kantar, Elçin Esenlik, Omar S. Al Abyad, Antonio Melhem, Robert A. Younan, Mario Haddad, Kristen Keith, Serena Kassam, Beyhan Annan, Charanya Vijayakumar, Arnaud Picard, Bonnie L. Padwa, Brian Sommerlad, Cassio Eduardo Raposo-Amaral, Christopher R
The Cleft Palate Craniofacial Journal.2023; 60(10): 1189. CrossRef
Bringing Psychology Students Closer to People with Schizophrenia at Pandemic Time: A Study of a Distance Anti-stigma Intervention With In-presence Opportunistic Control Group
Lorenza Magliano
Journal of Psychosocial Rehabilitation and Mental Health.2023; 10(3): 287. CrossRef
The effect of e-learning on point-of-care ultrasound education in novices
Wan-Ching Lien, Phone Lin, Chih-Heng Chang, Meng-Che Wu, Cheng-Yi Wu
Medical Education Online.2023;[Epub] CrossRef
Medical residents’ and teachers’ perceptions of the digital format of nation-wide didactic courses for psychiatry residents in Sweden: a survey-based observational study
Rajna Knez, Samir El Alaoui, Josefin Ivarson, Lise-Lotte Risö Bergerlind, Sarantos Stasinakis, Anna-Maria Ahlgren, Martin Maripuu, Danielle Talaee Mofrad, Klara Bolander Laksov, Nitya Jayaram-Lindström, Karolina Sörman
BMC Medical Education.2023;[Epub] CrossRef
Distance education as a tool to improve researchers’ knowledge on predatory journals in countries with limited resources: the Moroccan experience
Khalid El Bairi, Maryam Fourtassi, Rachid El Fatimy, Nadia El Kadmiri
International Journal for Educational Integrity.2023;[Epub] CrossRef
Developing as health professionals through community volunteering: exploring the value of a partnership between medical students and primary schools online compared to in-person
Alexandra M. Cardoso Pinto, Sajan B. Patel, Morwenna Stephens, Payal Guha, Ana Baptista, Susan Smith
BMC Medical Education.2023;[Epub] CrossRef
Radiography education in 2022 and beyond - Writing the history of the present: A narrative review
Y.X. Tay, J.P. McNulty
Radiography.2023; 29(2): 391. CrossRef
Self-determined motivation and associated factors among health professions students in distance learning: a cross-sectional study in Morocco
Aziz Naciri, Mohamed Radid, Hasnaa Sine, Ahmed Kharbach, Ghizlane Chemsi
Korean Journal of Medical Education.2023; 35(1): 33. CrossRef
Investigating medical students’ satisfaction towards video-based learning versus face-to-face lectures: a Jordanian tertiary teaching hospital experience
Omar Ashour, Ahmad Muneer Alkhatib, Qusai Al Zureikat, Mustafa Al-Shaikhli, Basel Bani Ata, Talal Massad, Leen Al-Huneidy, Mohammed Qussay Al-Sabbagh, Abdallah Al-Ani
Korean Journal of Medical Education.2023; 35(1): 21. CrossRef
Piloting a Telehealth Interprofessional Diabetes Clinic During Covid 19: Continuing patient care and student learning
Joan Pittman, Heather Brennan Congdon, Gina C. Rowe, Barbara Nathanson, Phyllis McShane, Rhonique Shields
Social Work in Health Care.2023; 62(2-4): 59. CrossRef
Standards for evaluating the quality of undergraduate nursing e-learning programme in low- and middle-income countries: a modified Delphi study
Moses Mutua Mulu, Champion N. Nyoni
BMC Nursing.2023;[Epub] CrossRef
Adaptación de la educación en enfermería a la modalidad en línea e híbrida durante la pandemia de COVID-19
Jéssica Patricia Salazar Menéndez, Esther Justina Ramírez García
LATAM Revista Latinoamericana de Ciencias Sociales y Humanidades.2023;[Epub] CrossRef
Evaluation of an Advanced Care Planning Training Program Incorporating Online Skills in Shared Decision Making: A Preintervention and Postintervention Comparative Study
Yuko Goto, Hisayuki Miura
Healthcare.2023; 11(9): 1356. CrossRef
The effect of COVID-19 pandemic on respiratory therapy students’ clinical practice: a cross-sectional study
Aseel Jamal Baoum, Elaf Asaad Hadidi, Renad Fahad Alharbi, Muhammad Anwar Khan, Alqassem Y. Hakami
BMC Medical Education.2023;[Epub] CrossRef
A SWOT Analysis of Pharmacy Students’ Perspectives on e-Learning Based on a Narrative Review
Carla Pires
Pharmacy.2023; 11(3): 89. CrossRef
ВИКОРИСТАННЯ ІНТЕРАКТИВНИХ ЗАСОБІВ НАВЧАННЯ ПРИ ВИКЛАДАННІ АНАТОМІЇ ЛЮДИНИ
Т. Я. Стравський, І. Є. Герасимюк, О. Я. Галицька-Хархаліс
Медична освіта.2023; (1): 82. CrossRef
Pharmacy Students’ Perceptions of Remote versus Face-to-Face Learning Experience
Jenna M. Mills, Celeste N. VanAtta, Racheal S. Hendershot, Shantanu Rao
Pharmacy.2023; 11(3): 97. CrossRef
Learning Outcomes and Educational Effectiveness of E-Learning as a Continuing Professional Development Intervention for Practicing Surgeons and Proceduralists: A Systematic Review
Erin Williams, Rosephine Del Fernandes, Ken Choi, Laurie Fasola, Boris Zevin
Journal of Surgical Education.2023; 80(8): 1139. CrossRef
Influence of Stress and Emotions in the Learning Process: The Example of COVID-19 on University Students: A Narrative Review
Alfredo Córdova, Alberto Caballero-García, Franchek Drobnic, Enrique Roche, David C. Noriega
Healthcare.2023; 11(12): 1787. CrossRef
The impact of Covid-19 on Moroccan students’ learning habits, mental health, and physical health (ENSA Fez as a case study)
Khawla Khoumssi, Asmae Achahbar
Social Science Information.2023; 62(2): 217. CrossRef
Understanding and Fostering Mental Health and Well-Being among University Faculty: A Narrative Review
Dalal Hammoudi Halat, Abderrezzaq Soltani, Roua Dalli, Lama Alsarraj, Ahmed Malki
Journal of Clinical Medicine.2023; 12(13): 4425. CrossRef
New innovations and educational process in undergraduate neurology education in blended learning
Siyu Mu, Jingman Hu, Fangxi Liu, Chuansheng Zhao, Yefei Sun
Postgraduate Medicine.2023; 135(6): 551. CrossRef
Knowledge, Use and Attitude of Information and Communication Technologies (ICTs) in Graduate Nursing Students: A Correlational Cross-Sectional Study
Alberto Cruz-Barrientos, Ines Carmona-Barrientos, Jose Manuel De-la-Fuente-Rodriguez, Veronica Perez-Cabezas, Gloria Gonzalez-Medina, Ana Maria Sainz-Otero
Healthcare.2023; 11(14): 1989. CrossRef
Understanding competency of nursing students in the course of case-based learning in Cambodia: a convergent mixed method study
Kyoko Koto-Shimada, Rogie Royce Carandang, Akira Shibanuma, Junko Kiriya, Ken Ing Cherng Ong, Sokneang Touch, Virya Koy, Masamine Jimba
BMC Nursing.2023;[Epub] CrossRef
Editorial: Public health promotion and medical education reform, volume II
Jing Tian, Jian Chen
Frontiers in Public Health.2023;[Epub] CrossRef
How are we doing with student-centered learning facilitated by educational technologies? A systematic review of literature reviews
Boulus Shehata, Ahmed Tlili, Ronghuai Huang, Michael Agyemang Adarkwah, Mengyu Liu, Tingwen Chang
Education and Information Technologies.2023;[Epub] CrossRef
South African health sciences students’ perspectives on utilisation, constraints and future possibilities of mHealth and e-Learning
Noorbhai Habib, Sims Danica, Hartman Nadia
Discover Education.2023;[Epub] CrossRef
Systematic review of distributed practice and retrieval practice in health professions education
Emma Trumble, Jason Lodge, Allison Mandrusiak, Roma Forbes
Advances in Health Sciences Education.2023;[Epub] CrossRef
Impact of COVID-19 on Dental Practices in El Salvador and Mexico: A Comprehensive Survey Analysis
Nuria Patiño-Marín, Wendy Yesenia Escobar de González, Katleen Argentina Aguirre de Rodríguez, Miguel Angel Casillas Santana, Carlo Eduardo Medina-Solís, Guillermo Alfonso Aguirre Escobar, Gabriel Alejandro Martínez-Castañón, Marco Salas
Cureus.2023;[Epub] CrossRef
Remote training for strengthening capacity in sexual and reproductive health and rights research: a systematic review
Carla Perrotta, Vicky Downey, Darin Elabbasy, Carolyn Ingram, Chungwan Lo, Amara Naseer, Anna Thorson, Vanessa Brizuela
BMC Public Health.2023;[Epub] CrossRef
Practical Strategies for Improving Sustainability and Scale-up of Noncommunicable Disease-related Public Health Interventions: Lessons from the Better Health Program in Southeast Asia
Tilahun Haregu, ShiangCheng Lim, Marcia Miranda, CongTuan Pham, Nam Nguyen, Inthira Suya, Rogelio Ilagan, Amphika Poowanasatien, Paul Kowal, Brian Oldenburg
WHO South-East Asia Journal of Public Health.2023; 12(1): 15. CrossRef
The Self-Perceived E-Learning Environment Scale: Development and Psychometric Properties in a Nursing Students Samples
Letizia Dal Santo, Marco Peña-Jimenez, Federica Canzan, Luisa Saiani, Adalgisa Battistelli
Nursing Education Perspectives.2023; 44(6): E39. CrossRef
The status of e-learning, personality traits, and coping styles among medical students during the COVID-19 pandemic: a cross-sectional study
Junfan Wei, Zhengcheng Yun, Yang Zhang, Xiaoxiao Mei, Li Ba, Huan Peng, Na Li, Meng Li, Zhu Liu, Hanjiao Liu
Frontiers in Psychiatry.2023;[Epub] CrossRef
The Learning Experience of Romanian Medical Students During the Online Teaching Imposed by the COVID-19 Pandemic
Dumitru Sutoi, Catalina Bazavan, Maria Sutoi, Alina Petrica, Adina Maria Marza, Cosmin Iosif Trebuian, Cosmin Librimir, Octavian Constantin Neagoe, Mihaela Ionica, Florina Buleu, Ovidiu Alexandru Mederle
Advances in Medical Education and Practice.2023; Volume 14: 1077. CrossRef
Change in the Learning Motivations and Attention Orientations of Students in the Pre- and Post-COVID-19 Periods: A Longitudinal Study
Mehmet PALANCI
International e-Journal of Educational Studies.2023; 7(15): 515. CrossRef
ПОЄДНАННЯ НОВІТНІХ ЦИФРОВИХ ТА КЛАСИЧНИХ МЕТОДІВ ПРИ ВИКЛАДАННІ АНАТОМІЇ ЛЮДИНИ у медичному закладі ВИЩОЇ ОСВІТИ
А. В. Мізь, І. Є. Герасимюк, Б. Я. Ремінецький
Медична освіта.2023; (2): 97. CrossRef
WPA Working Group on Medical Students: new accomplishments and online resources
Howard Y. Liu, Muhammad Waqar Azeem, Nazish Imran, Bernardo Ng, Khalid Bazaid, Pronob K. Dalal, Sridevi Sira Mahalingappa, Mohan Isaac, Afzal Javed
World Psychiatry.2023; 22(3): 491. CrossRef
e-Learning Evaluation Framework and Tools for Global Health and Public Health Education: Protocol for a Scoping Review
Awsan Bahattab, Michel Hanna, George Teo Voicescu, Ives Hubloue, Francesco Della Corte, Luca Ragazzoni
JMIR Research Protocols.2023; 12: e49955. CrossRef
Education and Training Adaptations for Health Workers during the COVID-19 Pandemic: A Scoping Review of Lessons Learned and Innovations
Perla Boutros, Nour Kassem, Jessica Nieder, Catalina Jaramillo, Jakob von Petersdorff, Fiona J. Walsh, Till Bärnighausen, Sandra Barteit
Healthcare.2023; 11(21): 2902. CrossRef
The Lancet Commission on medicine, Nazism, and the Holocaust: historical evidence, implications for today, teaching for tomorrow
Herwig Czech, Sabine Hildebrandt, Shmuel P Reis, Tessa Chelouche, Matthew Fox, Esteban González-López, Etienne Lepicard, Astrid Ley, Miriam Offer, Avi Ohry, Maike Rotzoll, Carola Sachse, Sari J Siegel, Michal Šimůnek, Amir Teicher, Kamila Uzarczyk, Anna v
The Lancet.2023; 402(10415): 1867. CrossRef
Can you teach a hands-on skill online? A scoping review of e-learning for point-of-care ultrasound in medical education
Maya Harel-Sterling
Canadian Medical Education Journal.2023;[Epub] CrossRef
An Online Learning Experience Simulating Video Telehealth with Older Adults: Student Perceptions
Megan E. Gately, Scott A. Trudeau
Journal of Technology in Behavioral Science.2023; 9(1): 154. CrossRef
Enhancement of Medical Students' Performance and Motivation in Pathophysiology Courses: Shifting From Traditional Instruction to Blended Learning
Dan Wang, Junhai Zhou, Qiuhui Wu, Guannan Sheng, Xin Li, Huiling Lu, Jing Tian
Frontiers in Public Health.2022;[Epub] CrossRef
Perceptions of Pharmacy Students on the E-Learning Strategies Adopted during the COVID-19 Pandemic: A Systematic Review
Carla Pires
Pharmacy.2022; 10(1): 31. CrossRef
‘Learning in and out of lockdown’: A comparison of two groups of undergraduate occupational therapy students' engagement in online‐only and blended education approaches during the COVID‐19 pandemic
Ted Brown, Luke Robinson, Kate Gledhill, Mong‐Lin Yu, Stephen Isbel, Craig Greber, Dave Parsons, Jamie Etherington
Australian Occupational Therapy Journal.2022; 69(3): 301. CrossRef
Polysomnograph-e : un outil pédagogique en ligne pour l’apprentissage de la lecture des polysomnographies
M. Boulais, J.C. Comte, E. Stauffer, F. Gormand, I. Lambert, N. Limousin, R. Lopez, A. Leotard, A. Guyon, A. Raoux, M.J. Challamel, P. Franco, L. Peter-Derex
Médecine du Sommeil.2022; 19(3): 156. CrossRef
Study on the Academic Competency Assessment of Herbology Test using Rasch Model
Han Chae, Soo Jin Lee, Chang-ho Han, Young Il Cho, Hyungwoo Kim
Journal of Korean Medicine.2022; 43(2): 27. CrossRef
E-Learning in Clinical Chemistry: Indian Scenario
Prasenjit Mitra, Praveen Sharma
Indian Journal of Clinical Biochemistry.2022; 37(3): 255. CrossRef
Online-Offline Teaching for Bio-Pharmaceutical Students During the COVID-19 Pandemic: The Case Study of Advanced Mathematics in Application-Oriented Universities of China
Weicai Peng, Shuchao Wang
Frontiers in Public Health.2022;[Epub] CrossRef
The COVID-19 pandemic and its impact on medical teaching in obstetrics and gynecology—A nationwide expert survey among teaching coordinators at German university hospitals
Maximilian Riedel, Niklas Amann, Florian Recker, André Hennigs, Sabine Heublein, Bastian Meyer, Anne Karge, Gabriel Eisenkolb, Jacqueline Lammert, Anna Graf, Evelyn Klein, Martin Weiss, Fabian Riedel, Mohammed Saqr
PLOS ONE.2022; 17(8): e0269562. CrossRef
Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study
Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef
An evaluation of undergraduate student nurses' gameful experience whilst playing a digital escape room as part of a FIRST year module: A cross-sectional study
Isabel Antón-Solanas, Beatriz Rodríguez-Roca, Fernando Urcola-Pardo, Ana Anguas-Gracia, Pedro J. Satústegui-Dordá, Emmanuel Echániz-Serrano, Ana B. Subirón-Valera
Nurse Education Today.2022; 118: 105527. CrossRef
ProTransition – ein Online-Kurs für Fachkräfte zur Versorgungsoptimierung junger Menschen mit psychischen Störungen im Übergang zwischen Jugend- und Erwachsenenalter
Elisa König, Christina Stahl, Sandra Reetz, Ulrike M. E. Schulze, Jörg M. Fegert, Ulrike Hoffmann
Nervenheilkunde.2022; 41(09): 551. CrossRef
At the limits of digital education. The importance of practical education for clinical competencies learning in the field of emergency medicine: A controlled non-randomized interventional study
Lina Vogt, Michael Schauwinhold, Rolf Rossaint, Henning Schenkat, Martin Klasen, Saša Sopka
Frontiers in Medicine.2022;[Epub] CrossRef
Flexibel, zeit- und ortsunabhängig
Alexander Kraus, Patrick Mülleder, Verena Leinemann, Daniel Hausmann, Valentin Fischill-Neudeck, Peter Kaufmann, Patrizia Ebner, Jürgen Osterbrink
ProCare.2022; 27(6-7): 52. CrossRef
Students’ Experiences with Online Teaching and Learning in Norway: A Qualitative Study into Nutrition Education One Year after the COVID-19 Lockdown
Christine Tørris, Eli Gjølstad, Marianne Morseth, Jonas Debesay, Kari Almendingen
Education Sciences.2022; 12(10): 670. CrossRef
Factors influencing the E-learning system usage during the COVID-19 pandemic in Vietnam
Thang Xuân Do, Huong Thi Lan Tran, Thuy Thu Le, Ogochukwu Chinedum Okoye
PLOS ONE.2022; 17(12): e0278109. CrossRef
Factors affecting nursing and health technician students' satisfaction with distance learning during the COVID-19 pandemic in Morocco: a descriptive study
Aziz Naciri, Mohamed Radid, Abderrahmane Achbani, Mohamed Amine Baba, Ahmed Kharbach, Ghizlane Chemsi
Journal of Educational Evaluation for Health Professions.2022; 19: 28. CrossRef

Research article

Changes in academic performance in the online, integrated system-based curriculum implemented due to the COVID-19 pandemic in a medical school in Korea: Do-Hwan Kim, Hyo Jeong Lee, Yanyan Lin, Ye Ji Kang; J Educ Eval Health Prof. 2021;18:24. Published online September 23, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.24

5,743 View
310 Download
11 Web of Science
11 Crossref

Abstract PDF Supplementary Material

Purpose
This study examined how students’ academic performance changed after undergoing a transition to online learning during the coronavirus disease 2019 (COVID-19) pandemic, based on the test results of 16 integrated courses conducted in 3 semesters at Hanyang University College of Medicine in Korea.
Methods
For the 16 required courses that formed an integrated system-based curriculum running for 3 semesters, the major examinations’ raw scores were collected for each student. Percent-correct scores were used in the subsequent analysis. We used the t-test to compare grades between 2019 and 2020, and the Cohen D was calculated as a measure of effect size. The correlation of scores between courses was calculated using Pearson correlation coefficients.
Results
There was a significant decrease in scores in 2020 for 10 courses (62.5%). While most of the integrated system-based curriculum test scores showed strong correlations, with coefficients of 0.6 or higher in both 2019 and 2020, the correlation coefficients were generally higher in 2020. When students were divided into low, middle, and high achievement groups, low-achieving students consistently showed declining test scores in all 3 semesters.
Conclusion
Our findings suggest that the transition to online classes due to COVID-19 has led to an overall decline in academic performance. This overall decline, which may occur when the curriculum is centered on recorded lectures, needs to be addressed. Further, medical schools need to consider establishing a support system for the academic development of low-achieving students.

Citations

Citations to this article as recorded by

Study delay during emergency remote teaching among students at Dutch universities: the role of students’ education satisfaction and academic wellbeing
Manja Vollmann, Renée A. Scheepers, Femke Hilverda
European Journal of Psychology of Education.2024;[Epub] CrossRef
Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education
Houman Goudarzi, Masahiro Onozawa, Makoto Takahashi
BMC Medical Education.2024;[Epub] CrossRef
Navigating the shift to online learning: student experiences of inclusivity, efficiency, and study efforts in Chile
Grace Melo, Diego Monteza, Sandra Acosta
Cogent Education.2024;[Epub] CrossRef
The nationwide impact of COVID-19 on life support courses. A retrospective evaluation by Resuscitation Council UK
C.J. Thorne, P.K. Kimani, S. Hampshire, I. Hamilton-Bower, S. Begum-Ali, A. Benson-Clarke, K. Couper, J. Yeung, A. Lockey, G.D. Perkins, J. Soar
Resuscitation Plus.2023; 13: 100366. CrossRef
COVID-19 and Living Situation: Effects on University of Michigan Students During the 2020-2021 Academic Year
Barbara Tan, Alyssa Cadez-Martin, Sarah Fox Fox, Samir Gadepalli
University of Michigan Undergraduate Research Journal.2023;[Epub] CrossRef
How successful the online assessment techniques in distance learning have been, in contributing to academic achievements of management undergraduates?
Hiruni Thathsarani, Dinushika Kaushalya Ariyananda, Chalani Jayakody, Kerthiga Manoharan, A.A.S.N Munasinghe, Nilmini Rathnayake
Education and Information Technologies.2023; 28(11): 14091. CrossRef
Academic performance and mental health among Chinese middle and high school students after the lifting of COVID-19 restrictions
Hong-Jun Song, Yun-Fei Mu, Cong Wang, Jia Cai, Zhong-Yue Deng, Ai-Ping Deng, Xue-Hua Huang, Xian-Dong Meng, Lan Zhang, Yi Huang, Wei Zhang, Wen-Wu Shen, Jin Chen, Bo Liu, Ru Gao, Jun-Shu Zhao, Mao-Sheng Ran
Frontiers in Psychiatry.2023;[Epub] CrossRef
HOW DID ONLINE LEARNING AFFECT PHYSIOTHERAPY STUDENTS DURING THE COVID-19 PANDEMIC?
Muhammet Fatih BULUT, Aybüke Cansu KALKAN, Arzu GENÇ, Seher ÖZYÜREK
SDÜ Tıp Fakültesi Dergisi.2023; 30(4): 652. CrossRef
The impact of asynchronous online anatomy teaching and smaller learning groups in the anatomy laboratory on medical students’ performance during the Covid‐19 pandemic
Ming‐Fong Chang, Meng‐Lin Liao, June‐Horng Lue, Chi‐Chuan Yeh
Anatomical Sciences Education.2022; 15(3): 476. CrossRef
Educational impact of an active learning session with 6-lead mobile electrocardiography on medical students’ knowledge of cardiovascular physiology during the COVID-19 pandemic in the United States: a survey-based observational study
Alexandra Camille Greb, Emma Altieri, Irene Masini, Emily Helena Frisch, Milton Leon Greenberg
Journal of Educational Evaluation for Health Professions.2022; 19: 12. CrossRef
Coronavirus Disease 2019 Cases at Universities and Colleges in Seoul Metropolitan Area
Young June Choe, Yun-Kyung Kim
Journal of Korean Medical Science.2021;[Epub] CrossRef

Educational/faculty development material

Implementation and lessons learned from 2 online interprofessional faculty development programs for improving educational practice in the health professions in Chile and the United Kingdom from 2018 to 2021: Cesar Orsini, Veena Rodrigues, Jorge Tricio; J Educ Eval Health Prof. 2021;18:21. Published online August 9, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.21

5,401 View
302 Download
1 Web of Science
1 Crossref

Abstract PDF Supplementary Material

This study presents the design, implementation, and lessons learned from 2 fit-for-purpose online interprofessional faculty development programs for educational practice improvement in the health professions in Chile and the United Kingdom from 2018 to 2021. Both programs were designed to enhance teaching and learning practices in an interprofessional environment based on 4 pillars: professional diversity, egalitarianism, blended/online learning, and active learning strategies. A multidisciplinary mix of educators participated, showing similar results. The 3 main lessons learned were that the following factors facilitated an interprofessional environment: a professions-inclusive teaching style, a flexible learning climate, and interprofessional peer work. These lessons may be transferable to other programs seeking to enhance and support interprofessionality. Faculty development initiatives preparing educators for interprofessional practice should be an integral component of health professions education, as delivering these courses within professional silos is no longer justifiable. As the relevance of interprofessional education grows, an effective way of promoting interprofessonal education is to train the trainers in formal interprofessional settings.

Citations

Citations to this article as recorded by

Perceived team roles of medical students: a five year cross-sectional study
Anke Boone, Mathieu Roelants, Karel Hoppenbrouwers, Corinne Vandermeulen, Marc Du Bois, Lode Godderis
BMC Medical Education.2022;[Epub] CrossRef

Brief report

Feasibility of clinical performance assessment of medical students on a virtual sub-internship in the United States: John Woller, Sean Tackett, Ariella Apfel, Janet Record, Danelle Cayea, Shannon Walker, Amit Pahwa; J Educ Eval Health Prof. 2021;18:12. Published online June 22, 2021; DOI: https://doi.org/10.3352/jeehp.2021.18.12

4,660 View
292 Download
1 Web of Science
1 Crossref

Abstract PDF Supplementary Material

We aimed to determine whether it was feasible to assess medical students as they completed a virtual sub-internship. Six students (out of 31 who completed an in-person sub-internship) participated in a 2-week virtual sub-internship, caring for patients remotely. Residents and attendings assessed those 6 students in 15 domains using the same assessment measures from the in-person sub-internship. Raters marked “unable to assess” in 75/390 responses (19%) for the virtual sub-internship versus 88/3,405 (2.6%) for the in-person sub-internship (P=0.01), most frequently for the virtual sub-internship in the domains of the physical examination (21, 81%), rapport with patients (18, 69%), and compassion (11, 42%). Students received complete assessments in most areas. Scores were higher for the in-person than the virtual sub-internship (4.67 vs. 4.45, P<0.01) for students who completed both. Students uniformly rated the virtual clerkship positively. Students can be assessed in many domains in the context of a virtual sub-internship.

Citations

Citations to this article as recorded by

Association of Virtual Away Rotations With Residency Applicant Outcomes in Otolaryngology
Nicholas R. Lenze, William J. Benjamin, Lauren A. Bohm, Marc C. Thorne, Michael J. Brenner, Angela P. Mihalic, Robbi A. Kupfer
OTO Open.2023;[Epub] CrossRef

First
Prev
Page of 1
Next
Last

Search