Impact of the Covid 19 pandemic on preclinical teaching in medical schools-Lessons learned
Keywords:Online medical education, Medical education during lockdown, Impact of COVID19 on education
Objectives: The authors analyzed the weaknesses and areas of opportunities with the online teaching imposed by the COVID19 lockdown, and the new measures adopted to control the online examinations for medical students.
Method: In addition to personalized question sets we had location mapping and Open Broadcaster Software (OBS) for monitoring students during the exams as well as disabling the back-button during examination.
Results: The academic year was successfully completed on time. There was no change in the exams format or scope, yet the results were similar in terms of grade distribution, average and standard deviation as well as the validity and reliability scores.
The students’ perception of online teaching was evaluated through a survey. It revealed the importance and added value of online teaching but also exposed the gaps related to lecturers’ preparedness and need for training.
Conclusion: The online experience was a valuable lesson for us, as we discovered not only the weaknesses or areas to improve, but also new ways and opportunities that can be explored to enhance the learning experience.
Our plan is to introduce online teaching gradually to all modules and align it with students’ readiness through direct implications of students; however, every center should develop its own long-term plan to address its own problems and weaknesses.
Bediang, G., Stoll, B., Geissbuhle,r A., Klonn, A., et al. (2013) ‘Computer literacy and e-learning perception in Cameroon; the case of Yaounde Faculty of Medicine and Biomedical Sciences’, BMC Medical Education, 13(57), pp. 1-8. DOI: https://doi.org/10.1186/1472-6920-13-57
Bhagat, V., Haque, M., Yasrul, I., Husain, R., et al. (2016) ‘Emotional maturity of medical students impacting their adult learning skill in a newly established public medical school at the east coast of Malaysian Peninsula’ Advances in Medical Education and Practice, 7, pp. 575-584. DOI: https://doi.org/10.2147/AMEP.S117915
Brecht, H. (2012) ‘Learning from Online Video Lectures’ Journal of Information and Education Technology, 11, pp. 227-250. DOI: https://doi.org/10.28945/1712
Cigdem, H. and Ozturk, M. (2016) ‘Critical Components of online learning readiness and their relationships with learner achievement’ Turkish Online Journal of Distance Education, 17(2), pp. 1302-6488. DOI: https://doi.org/10.17718/tojde.09105
Mayer, R. and Johnson, C. (2008) ‘Revising the redundancy principle in multimedia learning’ Journal of Educational Psychology, 100(2), pp.380-386. DOI: https://doi.org/10.1037/0022-06220.127.116.110
O’Doherty, D., Dromet, M., Lougheed, J., Hannigan, A. et al. (2018) ‘Barriers and solutions to online learning in medical education– an integrative review’ BMC Medical Education, 18, pp.130. DOI: https://doi.org/10.1186/s12909-018-1240-0
Petterson, F. and Olofsson, A. (2015) ‘Implementing distance teaching at a large scale in medical education: A struggle between dominant and non-dominant teaching activities’ Education and Information Technologies, 20, pp.359-380. DOI: https://doi.org/10.1007/s10639-013-9289-1
Royal, K., Gilliland, K. and Dent, G. (2014) ‘A Student‐Led Methodology for Evaluating Curricular Redundancy’ Journal of Multidisciplinary Evaluation, 10, pp.1-8.
Schimming, L. (2008) ’Measuring medical student preference: a comparison of classroom versus online instruction for teaching PubMed’.Journal of Medical Library Association, 96(3), pp. 217-222. DOI: https://doi.org/10.3163/1536-5050.96.3.007
Tapper, J., Batty D. and Savage, M. (2020) https://www.theguardian.com/2020/mar/22/coronavirus-forces-medical-students-sit-final-exams-online. [accessed may 2020].
Walsh, K. (2015) ‘Point of View: Online assessment in medical education-current trends and future directions’ Malawi Medical Journal, 27(2), pp. 71-72. DOI: https://doi.org/10.4314/mmj.v27i2.8
Zeki, C. (2009) ‘The importance of non-verbal communication in classroom management’ Procedia Social and Behavioral Sciences, 1, pp. 1443-1449. DOI: https://doi.org/10.1016/j.sbspro.2009.01.254
How to Cite
Copyright (c) 2021 Ghassan Nabbout, Camille Nassar
This work is licensed under a Creative Commons Attribution-NoDerivatives 4.0 International License.
Copyrights for articles published in IJIER journals are retained by the authors, with first publication rights granted to the journal. The journal/publisher is not responsible for subsequent uses of the work. It is the author's responsibility to bring an infringement action if so desired by the author for more visit Copyright & License.