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An Inquiry-Based Distance Learning Tool for Medical Students Under Lockdown ("COVID-19 Rounds"): Cross-Sectional

Aya Akhras1, Mariam ElSaban1, Varshini Tamil Selvan1

  • 1College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates.

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|October 19, 2023
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Summary
This summary is machine-generated.

The COVID-19 Rounds course successfully educated medical students on the pandemic using web-based learning, enhancing their engagement in research and knowledge. However, some students desired more in-person clinical experiences.

Keywords:
5E instructional modelCOVID-19distance learningmedical educationstudent engagementtechnology-enhanced learning

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Area of Science:

  • Medical Education
  • Infectious Diseases
  • Digital Health

Background:

  • The COVID-19 pandemic necessitated innovative approaches in medical education.
  • Web-based learning and distance education became crucial for disseminating information on COVID-19.
  • The
  • COVID-19 Rounds
  • course was developed to address these educational challenges.

Purpose of the Study:

  • To describe the technologically enhanced
  • COVID-19 Rounds
  • course.
  • To evaluate student satisfaction, perceived knowledge improvement, and engagement.
  • To assess the impact of student-led projects like infographics and research.

Main Methods:

  • A cross-sectional study involving 47 fourth-year medical students.
  • Implementation of a web-based course with clinical experiences, weekly updates, and student projects.
  • Data collection via a 47-item survey administered through Microsoft Forms.

Main Results:

  • High overall student satisfaction (mean rating 3.9/5) with course format, organization, and learning experience.
  • Positive reception for evidence-based talks and weekly updates (90% and 84% satisfaction).
  • High student engagement, with 57% initiating research projects, leading to publications and presentations.

Conclusions:

  • The web-based
  • COVID-19 Rounds
  • course effectively met educational objectives and fostered research engagement.
  • The adaptive, inquiry-based approach proved successful in medical education during the pandemic.
  • Limitations included a lack of in-person teaching and clinical activities, which some students preferred.