Design and transition of an emergency e-learning pathology course for medical students: evaluation of a novel course concept

• Christopher Holzmann-Littig ^[1] ; Nana Jedlicska ^[1] ; Marjo Wijnen Meijer ^[1] ; Friederike Liesche Starnecker ^[2] ; Karen Schmidt Bäse ^[1] ; Lutz Renders ^[1] ; Katja Weimann ^[1] ; Björn Konukiewitz ^[3] ; Jürgen Schlegel ^[1]
  1. [1] Technical University Munich

     Technical University Munich

     Kreisfreie Stadt München, Alemania

     
  2. [2] University of Augsburg

     University of Augsburg

     Kreisfreie Stadt Augsburg, Alemania

     
  3. [3] University Hospital Schleswig-Holstein

  Mostrar afiliaciones +
• Localización: EJIHPE: European Journal of Investigation in Health, Psychology and Education, ISSN 2174-8144, ISSN-e 2254-9625, Vol. 13, Nº. 1, 2023, págs. 112-129
• Idioma: inglés
• DOI: 10.3390/ejihpe13010008
• Enlaces
  • Texto completo (pdf)
  • Texto completo
• Resumen

  • Background: Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. Methods: In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. Results:

    Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. Conclusion: Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.

• Referencias bibliográficas
  • Ahn, J.S.; French, A.J.; Thiessen, M.E.; Kendall, J.L. Training peer instructors for a combined ultrasound/physical exam curriculum. Teach....
  • Bandura, A. Self-Efficacy: The Exercise of Control; WH Freeman and Company: New York, NY, USA, 1997.
  • Bandura, A. Social Foundations of Thought and Action; Prentice-Hall, Inc.: Englewood Cliffs, NJ, USA, 1986.
  • Barrows, H.S. A taxonomy of problem-based learning methods. Med. Educ. 1986, 20, 481–486.
  • Benè, K.L.; Bergus, G. When learners become teachers: A review of peer teaching in medical student education. Fam. Med. 2014, 46, 783–787.
  • Bennett, C. How long should an e-learning course be? eLearn 2007, 2007, 2.
  • Bertram, D. Likert Scales Are the Meaning of Life: Academia.edu.
  • Bond, M.; Bedenlier, S.; Marín, V.I.; Händel, M. Emergency remote teaching in higher education: Mapping the first global online semester....
  • Bundesministerium fuer Bildung und Forschung. Masterplan Medizinstudium 2020 Berlin, Germany.
  • Chatterjee, D.; Corral, J. How to Write Well-Defined Learning Objectives. J. Educ. Perioper. Med. 2017, 19, E610.
  • Eaton, M. The flipped classroom. Clin. Teach. 2017, 14, 301–302.
  • Fabriz, S.; Mendzheritskaya, J.; Stehle, S. Impact of Synchronous and Asynchronous Settings of Online Teaching and Learning in Higher Education...
  • Frank, J.R.; Snell, L.; Sherbino, J.; Boucher, A. CanMEDS 2015; Physician Competency Framework Series I; Collège Royal des Médecins et Chirurgiens...
  • Garg, R.; Goyal, S.; Singh, K. Lack of Research Amongst Undergraduate Medical Students in India: It’s time to Act and Act Now. Indian Pediatr....
  • Gholami, M.; Fawad, I.; Shadan, S.; Rowaiee, R.; Ghanem, H.; Hassan Khamis, A.; Ho, S.B. COVID-19 and healthcare workers: A systematic review...
  • Goh, P.-S.; Sandars, J. A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish 2020, 9, 49.
  • Goldhamer, M.E.J.; Cohen, A.P.; Bates, D.W.; Cook, E.F.; Davis, R.B.; Singer, D.E.; Simon, S.R. Protecting an endangered species: Training...
  • Goldie, J.G.S. Connectivism: A knowledge learning theory for the digital age? Med. Teach. 2016, 38, 1064–1069.
  • Green, E.P.; Borkan, J.M.; Pross, S.H.; Adler, S.R.; Nothnagle, M.; Parsonnet, J.; Gruppuso, P.A. Encouraging scholarship: Medical school...
  • Ha, T.C.; Ng, S.; Chen, C.; Yong, S.K.; Koh, G.C.H.; Tan, S.B.; Malhotra, R.; Altermatt, F.; Seim, A.; Biderman, A.; et al. Inclination towards...
  • Hall, A.K.; Mills, S.L.; Lund, P.K. Clinician–investigator training and the need to pilot new approaches to recruiting and retaining this...
  • Halter, C. Quantitative Analysis with JASP Open-Source Software 2020.
  • Harding, C.V.; Akabas, M.H.; Andersen, O.S. History and outcomes of fifty years of physician-scientist training in medical scientist training...
  • Hayashi, T.; Tominaga, H.; Yamasaki, T. How to construct low cost studio for making e-Learning contents. In Proceedings of the 2006 7th International...
  • Hernandez, T.; Fallar, R.; Polydorides, A.D. Outcomes of Remote Pathology Instruction in Student Performance and Course Evaluation. Acad....
  • Herrmann, J. Evaluation von E-Learning; Uo, G., Ed.; Koordinationsstelle Multimedia (KOMM) am HRZ der JLU Gießen: Giessen, Germany, 2009.
  • Hew, K.F.; Lo, C.K. Flipped classroom improves student learning in health professions education: A meta-analysis. BMC Med. Educ. 2018, 18,...
  • Hodges, C.; Moore, S.; Lockee, B.; Trust, T.; Bond, A. The Difference between Emergency Remote Teaching and Online Learning. Educause Review....
  • Hofmann, Y.E. 30 Minuten Projektmanagement; GABAL Verlag GmbH: Offenbach, Germany, 2011.
  • Houlden, R.L.; Raja, J.B.; Collier, C.P.; Clark, A.F.; Waugh, J.M. Medical students’ perceptions of an undergraduate research elective. Med....
  • JASP Team. JASP. 0.14.1 ed; Department of Psychological Methods, University of Amsterdam: Amsterdam, The Netherlands.
  • Jones, R.M. Online teaching of forensic medicine and pathology during the COVID-19 pandemic: A course evaluation. J. Forensic Leg. Med. 2021,...
  • Kaufman, D.M.; Mann, K.V. Teaching and learning in medical education: How theory can inform practice. In Understanding Medical Education:...
  • Kern, D.E. Overview. In Curriculum Development: A Six-Step Approach for Medical Education; Thomas, P.A., Kern, D.E., Hughes, M.T., Chen, B.Y.,...
  • Kim, K.J. Project-based learning approach to increase medical student empathy. Med. Educ. Online 2020, 25, 1742965.
  • Kuhn, S.; Frankenhauser, S.; Tolks, D. Digital learning and teaching in medical education: Already there or still at the beginning? Bundesgesundheitsblatt...
  • Lafleur, A.; Rousseau-Gagnon, M.; Côté-Maheux, M.; Tremblay-Laroche, D.; René De Cotret, P.; Caumartin, Y. Three Weeks of Team-Based Leaning...
  • Laidlaw, A.; Aiton, J.; Struthers, J.; Guild, S. Developing research skills in medical students: AMEE Guide No. 69. Med. Teach. 2012, 34,...
  • Laidlaw, A.; Guild, S.; Struthers, J. Graduate attributes in the disciplines of Medicine, Dentistry and Veterinary Medicine: A survey of expert...
  • Laskowitz, D.T.; Drucker, R.P.; Parsonnet, J.; Cross, P.C.; Gesundheit, N. Engaging students in dedicated research and scholarship during...
  • Lewis, J.R. IBM computer usability satisfaction questionnaires: Psychometric evaluation and instructions for use. Int. J. Hum.–Comput. Interact....
  • Liu, C.; Scott, K.M.; Lim, R.L.; Taylor, S.; Calvo, R.A. EQClinic: A platform for learning communication skills in clinical consultations....
  • Manou, E.; Lazari, E.C.; Thomopoulou, G.E.; Agrogiannis, G.; Kavantzas, N.; Lazaris, A.C. Participation and Interactivity in Synchronous E-Learning...
  • Mateo, E.; Sevillano, E. Project-based learning methodology in the area of microbiology applied to undergraduate medical research. FEMS Microbiol....
  • Mediendidaktik [Internet]. Beltz Juventa. 2012.
  • Mian, A.; Khan, S. Medical education during pandemics: A UK perspective. BMC Med. 2020, 18, 100.
  • Moodle Pty Ltd. Moodle: West Perth, Australia, 2022.
  • Naar, J.J.; Weaver, R.H.; Sonnier-Netto, L.; Few-Demo, A. Experiential education through project-based learning: Sex and aging. Gerontol....
  • O’Byrne, L.; Gavin, B.; McNicholas, F. Medical students and COVID-19: The need for pandemic preparedness. J. Med. Ethics 2020, 46, 623–626.
  • O’Doherty, D.; Dromey, M.; Lougheed, J.; Hannigan, A.; Last, J.; McGrath, D. Barriers and solutions to online learning in medical education—An...
  • Ommering, B.W.; van Blankenstein, F.M.; Wijnen-Meijer, M.; van Diepen, M.; Dekker, F.W. Fostering the physician–scientist workforce: A prospective...
  • Ommering, B.W.; van den Elsen, P.J.; van der Zee, J.; Jost, C.R.; Dekker, F.W. Using an extracurricular honors program to engage future physicians...
  • Ommering, B.W.C.; van Blankenstein, F.M.; Waaijer, C.J.F.; Dekker, F.W. Future physician-scientists: Could we catch them young? Factors influencing...
  • Ommering, B.W.C.; van Diepen, M.; van Blankenstein, F.M.; de Jong, P.G.M.; Dekker, F.W. Twelve tips to offer a short authentic and experiential...
  • Peacock, J.G.; Grande, J.P. A flexible, preclinical, medical school curriculum increases student academic productivity and the desire to conduct...
  • Rasmussen, A.; Lewis, M.; White, J. The application of wiki technology in medical education. Med. Teach. 2013, 35, 109–114.
  • Roy, S.F.; Cecchini, M.J. Implementing a structured digital-based online pathology curriculum for trainees at the time of COVID-19. J. Clin....
  • Ryan, R.M.; Deci, E.L. Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. Am. Psychol....
  • Si, J. Course-based research experience of undergraduate medical students through project-based learning. Korean. J. Med. Educ. 2020, 32,...
  • Siemens, G. Connectivism: A Learning Theory for the Digital Age 2005.
  • Swanwick, T. Understanding medical education. In Understanding Medical Education: Evidence, Theory, and Practice; Wiley: New York, NY, USA,...
  • Tan, S.-B.; Koh, G.C.; Ding, Y.-W.; Malhotra, R.; Ha, T.C.; Pietrobon, R.; Kusumaratna, R.; Tie, R.N.; Cunha, G.; Martins, H.; et al. Inclination...
  • Ukrani, R.D.; Shaikh, A.N.; Martins, R.S.; Fatima, S.S.; Naseem, H.A.; Baig, M.A. Low-cost peer-taught virtual research workshops for medical...
  • Van der Keylen, P.; Lippert, N.; Kunisch, R.; Kühlein, T.; Roos, M. Asynchronous, digital teaching in times of COVID-19: A teaching example...
  • Van Dick, R.; West, M.A. Teamwork, Teamdiagnose, Teamentwicklung; Hogrefe: Oxford, UK, 2014.
  • Vennemann, S.; Holzmann-Littig, C.; Marten-Mittag, B.; Vo Cong, M.; Berberat, P.; Stock, K. Short-and Long-Term Effects on Knowledge, Skills,...
  • Vereijken, M.W.C.; Van Der Rijst, R.M.; Van Driel, J.H.; Dekker, F.W. Authentic research practices throughout the curriculum in undergraduate...
  • Voss, R. Wissenschaftliches Arbeiten: UTB; UVK Verlag: Konstanz, Germany, 2011; ISBN 9783825287740.
  • Wass, V.; Van der Vleuten, C.; Shatzer, J.; Jones, R. Assessment of clinical competence. Lancet 2001, 357, 945–949.
  • Weaver, A.N.; McCaw, T.R.; Fifolt, M.; Hites, L.; Lorenz, R.G. Impact of elective versus required medical school research experiences on career...
  • Wolfson, R.K.; Alberson, K.; McGinty, M.; Schwanz, K.; Dickins, K.; Arora, V.M. The impact of a scholarly concentration program on student...
  • Woodruff, A.E.; Jensen, M.; Loeffler, W.; Avery, L. Advanced screencasting with embedded assessments in pathophysiology and therapeutics course...
  • Zoom Video Communications Inc. Zoom: San José, CA, USA, 2022.