Undergraduate Skills Training in Pandemic Times
Where Is the Future of Medical Education
Bibliographic Data
| ID | 16945970 |
|---|---|
| Authors | Andrzej Hecker (0000-0002-4493-9891, Medical University of Graz, corresponding author), Sebastian P Nischwitz (0000-0002-6621-4891, Medical University of Graz), Johanna Petritsch (Medical University of Graz), Judith C J Holzer-Geissler (0000-0002-2244-2817, Medical University of Graz), Alexander Draschl (0000-0001-8344-7796, Medical University of Graz), Thomas Wegscheider (Medical University of Graz), David Benjamin Lumenta (0000-0003-0903-252X, Medical University of Graz) |
| Year | 2023 |
| Volume | 13 |
| Issue | 7 |
| Pages | 1219-1228 |
| Publication date | 2023-07-07 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | European Journal of Investigation in Health, Psychology and Education (JOURNAL) |
| Journal identifiers | ISSN: 2174-8144 • E-ISSN: 2254-9625 |
| Publisher | MDPI AG (PUBLISHER • IT) |
| DOI | 10.3390/ejihpe13070090 |
| PMID | 37504481 |
| OpenAlex | W4383911754 |
| Language | EN |
| References cited | 34 |
Background: The COVID-19 pandemic forced medical programs to rapidly switch to remote teaching from scratch, impacting hands-on skills training. This study compared the efficacy of a hybrid online format to a regular in-person session for a mandatory surgical skills class. Methods: Third-year undergraduate medical students attending the surgical skills class in the winter semester of 2020/21 at the Medical University of Graz were randomly assigned to either the hybrid or in-person class, depending on their course schedule and government regulations. The hybrid class involved online videos, one-on-one peer tutoring, and an Objective Structured Clinical Examination (OSCE). Pre- and post-class self-assessments were conducted to evaluate their theoretical and practical knowledge of a single interrupted suture. Results: The study included 85 students in the regular in-person class and 50 in the hybrid class. A pre-class assessment revealed higher self-assessments in the hybrid class for theoretical and practical knowledge, but a post-class assessment showed no significant difference. The advantages and disadvantages of both modalities were identified, providing valuable insights for future curriculum development. Conclusions: Both teaching modes were effective for undergraduate surgical skills training. This study recommends implementing positive aspects of both the hybrid and in-person formats while recognizing their respective limitations
Curriculum · Medical education · Modalities · Pedagogy · Schedule · Computer Science · Diversity and Career in Medicine · Innovations in Medical Education · Innovative Teaching Methods · Medicine · Psychology · Artificial Intelligence
Statistical power analyses using G*Power 3.1
Peer‐assisted learning in medical education
Peer mentoring for medical students during the Covid‐19 pandemic via a social media platform
Online team‐based learning sessions as interactive methodologies during the pandemic
Our education, our concerns
Self–regulatory learning theory as a lens on how undergraduate and postgraduate learners respond to feedback
Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept
Is Satisfaction with Online Learning Related to Depression, Anxiety, and Insomnia Symptoms? A Cross-Sectional Study on Medical Undergraduates in Romania
Mental Health of Teachers Who Have Teleworked Due to Covid-19
Covid-19 Lockdown-Related Changes in Mood, Health and Academic Functioning
High-Fidelity Simulation-Based Education
Peer-assisted teaching of basic surgical skills
| Citation velocity | historical |
|---|---|
| Highly cited | No |