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Online learning and COVID-19: a meta-synthesis analysis.

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The COVID-19 pandemic necessitated rapid adoption of online learning in medical schools. While feasible, this shift requires further analysis of educational structures for future pandemic preparedness.

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Area of Science:

  • Medical Education
  • Online Learning
  • Pandemic Response

Background:

  • The COVID-19 pandemic forced medical schools to transition from in-person to remote e-learning rapidly.
  • This transition occurred without the benefit of planned e-learning program development.

Purpose of the Study:

  • To meta-synthesize experiences from past pandemics regarding online education.
  • To describe the specific e-learning transition at São Paulo University School of Medicine.

Main Methods:

  • A comprehensive literature search was conducted across multiple databases (Cochrane, Medline, EMBASE, Lilacs, Scopus, Web of Science, ERIC).
  • Keywords included various pandemic-related terms (SARS, MERS-CoV, COVID-19) and online education terms (e-learning, online course, flipped classroom) combined with social distancing measures.
  • Endpoints focused on platforms, class models, interaction types, lecture duration, and perceptions of students and teachers.

Main Results:

  • Out of 38 retrieved records, only seven articles specifically addressed online education during pandemics with social distancing.
  • Zoom® was the most frequently utilized online platform.
  • Both synchronous and asynchronous learning models were examined, but no conclusive evidence on lecture duration or attitudes of students and teachers was found.

Conclusions:

  • The rapid shift to online learning in medical education during the pandemic was feasible.
  • The unplanned nature of this transition necessitates further research into the educational structures and their long-term impact.