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Related Experiment Videos

Medical Student Education During COVID-19: Electronic Education Does Not Decrease Examination Scores.

Joshua P Kronenfeld1, Emily L Ryon1, Daniel S Kronenfeld2

  • 1DeWitt Daughtry Family Department of Surgery, 12235University of Miami Miller School of Medicine, Miami, FL, USA.

The American Surgeon
|December 29, 2020
PubMed
Summary
This summary is machine-generated.

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Remote surgical education effectively prepared medical students for exams during COVID-19. Online learning, including faculty lectures and problem-based learning (PBL), proved comparable to in-person instruction, maintaining student performance.

Area of Science:

  • Medical Education
  • Surgical Clerkship
  • Remote Learning Technologies

Background:

  • The COVID-19 pandemic necessitated remote learning for third-year medical students during surgical clerkships.
  • Challenges arose in adapting clinical education to an online format, impacting traditional teaching methods.
  • This study evaluated student perceptions and objective outcomes of remote surgical education.

Purpose of the Study:

  • To assess medical student reception of remote learning during surgical clerkships.
  • To investigate objective academic outcomes comparing remote and in-person education.
  • To determine the suitability of online learning as an alternative for clinical rotations.

Main Methods:

  • Third-year medical students in surgical clerkships during COVID-19 participated in a survey (19/27, 70%).
Keywords:
general surgerysurgical education

Related Experiment Videos

  • Faculty-led lectures and resident-led problem-based learning (PBL) sessions were evaluated using a Likert scale.
  • National Board of Medical Examiners (NBME) exam, weekly quiz, and oral examination scores were compared to prior years using student t-tests.

    • Main Results:

    • No significant difference was found in the effectiveness of in-person versus electronic faculty sessions for NBME or oral exams.
    • Resident-led PBL sessions showed no difference in effectiveness for NBME or oral exam preparation, whether in-person or electronic.
    • Academic scores (weekly quiz, oral, NBME exams) for the remote learning cohort were comparable to previous in-person cohorts.

    Conclusions:

    • Remote surgical didactic education, utilizing faculty lectures and resident-led PBL, is effective.
    • Students showed no preference between in-person and electronic content delivery for exam preparation.
    • Electronic education is adequate for preparing students for examinations during crises like COVID-19, maintaining comparable academic outcomes.