Application of photogrammetry in forensic pathology education of medical students in response to COVID-19.
Ontology highlight
ABSTRACT:
SUBMITTER: Toth D
PROVIDER: S-EPMC8251483 | biostudies-literature |
REPOSITORIES: biostudies-literature
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Project description:As students do not qualify as essential health care workers, medical education faced severe disruptions during the COVID-19 pandemic including initial suspension of all in-person lectures and on-site rotations. Our Pathology Department was among the first at Northwestern to offer a completely virtual rotation with the goals of: (1) providing a comprehensive introduction to the practice of anatomic and clinical pathology, (2) emphasizing uninterrupted and continued excellence in education, and (3) minimizing exposure risk during the pandemic. The innovative 2-week curriculum incorporated diverse teaching modalities including live and recorded lectures; live and recorded video demonstrations; interactive small group discussions; interactive virtual sign-outs; and written and multimedia assignments, quizzes, and projects. The virtual elective ran from March to July 2020 with 52 total participating medical students. On post-rotation evaluations, students rated the pathology virtual elective 4.7/5.0 compared to other virtual rotations and 4.0/5.0 compared to all rotations (including in-person and virtual). Furthermore, continual improvements were made to the established framework based on rotation feedback such that curriculum content was more abundant and more favorably rated by the last cohort when compared to the first. Finally, although students identified interest in over 10 different medical specialties, all participants expressed increased interest in choosing pathology as a specialty and better understanding of pathology's role in patient care. We hope our detailed description of creating and evaluating a completely virtual elective rotation serves as a model for other departments to improve pathology education and visibility.
| S-EPMC8107262 | biostudies-literature
Project description:ContextThe COVID-19 pandemic has forced traditional teaching to be re-structured and delivered online.ObjectiveTo analyse medical students' perceptions about the benefits and difficulties of the remote teaching of Pathology during the COVID-19 pandemic.DesignA cross-sectional study was performed with an online survey applied to students from the third and fourth year of medical graduation, who attended the remote teaching of Pathology during the COVID-19 pandemic. Online teaching methods consisted of synchronous activities with live interactive lectures, case-based discussions and asynchronous activities with recorded lectures, tutorials and texts available on the online teaching platform. Students' perceptions about the remote teaching of Pathology were assessed through online survey.ResultsNinety students (47.4%) of 190 participants completed the questionnaire, 45 were male and 52 in the third year of medical graduation. Perceived conditions that facilitated Pathology learning included the use of the online teaching platform and time flexibility for study. Students regarded live interactive lectures as superior to traditional face-to-face lectures. Perceived conditions that hindered the implementation of the online teaching included difficulty separating study from home activities, lack of motivation and worsening of quality of life due to physical distancing from colleagues and the faculty. Overall, the remote teaching of Pathology was positively valued by 80% of the students.ConclusionOnline tools allowed the content of Pathology to be successfully delivered to the students during the COVID-19 pandemic. This experience may be a model for future teaching activities of Pathology in health science education.
| S-EPMC8673725 | biostudies-literature
Project description:BackgroundThe lockdown imposed due to novel coronavirus disease 2019 (COVID-19) has resulted in adopting electronic learning (e-learning) as the means of education in various institutions all over India. This study aimed to collect the experiences of faculty and students regarding e-learning in medical colleges during COVID-19 and to analyse the likely perceived benefits and problems to choose blended learning activities after the COVID crisis.MethodsA survey-based study was conducted among undergraduate students and faculty members in medical colleges of Delhi-NCR.ResultTwo hundred forty-eight medical students and 23 faculty members participated in the study. Two hundred twelve (85.4%) students considered medical education to be severely affected during the lockdown and 219 (88.3%) students found the online classes to be useful. Poor connectivity followed by lack of human interface and poor sound or acoustics were the major hindering factors, whereas convenience and access were reported as important facilitating factors. In the postlockdown phase, 135 (54.4%) students want online classes to be continued in addition to classroom teaching for the cognitive domain, 42 (16.9%) students want it for both cognitive and psychomotor domain and 60 (24.1%) do not want online classes. The majority of the faculty members (65.2%) were in favour of including online teaching modules in routine curriculum and 69.6% suggested a 70%:30% distribution of traditional and online classes after the COVID lockdown.ConclusionImplementation of e-learning within the existing curriculum is bound to be challenging; however, it remains the only solution during COVID-19 imposed lockdown for maintaining the chain of learning.
| S-EPMC7873682 | biostudies-literature
Project description:BackgroundThe novel coronavirus disease (COVID-19) has created obstacles for medical student education, as clinical rotations were temporarily halted. Recent literature shows online electives may provide an alternative learning platform. We developed a tele-ophthalmology student elective for rising third-year (MS3) and fourth-year (MS4) medical students to continue teaching and exposure to the field.MethodsA 4-week remote elective was approved by Emory University School of Medicine and offered between April 18, 2020 to May 15, 2020 for rising MS3 and MS4 students. The curriculum consisted of online self-study materials, student presentations, chart review assignments, case-based discussions with faculty, and telehealth experiences. All students were surveyed and tested with questions from USMLE World (UWorld) test bank at the end of the course.ResultsA total of 18 students enrolled, with 66.7% MS3 and 33.3% MS4 participance. The mean rating of fulfillment of course learning objectives was 8.1/10 (range, 6.7-8.8), with mean ratings of 8.2 for MS3s and 7.7 for MS4s. There was a significant increase in self-reported knowledge in ophthalmology, with an increase from 4.6 to 8.1 for MS3s (p=0.002) and 6.7 to 8.0 for MS4s (p=0.04). Students also reported higher interest in the field, with an increase from 4.9 to 7.8 for MS3s (p=0.01) and 7.5 to 8.7 for MS4s (p=0.1). The students performed significantly higher on the post-course test (94.8%) than UWorld question bank users (74.1%) (p<0.001).ConclusionOur novel ophthalmology elective significantly enhanced self-reported medical student knowledge and interest in the field during a crisis that required transition to remote learning. Further study of student telehealth experience and objective assessment is needed to improve online learning in ophthalmology.
| S-EPMC7842313 | biostudies-literature
Project description:BackgroundThe African continent currently experiences 25% of the global burden of disease with only 1.3% of the world's healthcare workers. The COVID-19 pandemic has caused unprecedented disruption to medical education systems, increasing the strain on already-vulnerable regions. Our study examines the impact of COVID-19 on medical students across 33 countries in the African continent.MethodsA 39-item anonymous electronic survey was developed and distributed to medical students across Africa through social networks to assess the impact of the COVID-19 pandemic on medical education. The survey assessed the domains of: class structure changes and timing, patient interactions, exam administration, learning environment satisfaction, mental health impacts, and volunteer opportunities/engagement.Results694 students across 33 countries participated. 80% of respondents had their classes suspended for varied lengths of time during the pandemic, and from these students 59% of them resumed their classes. 83% of students felt they were in a supportive learning environment before the pandemic, which dropped to 32% since the start. The proportion of students taking exams online increased (6-26%, p<0.001) and there was a decrease in the proportion of students seeing patients as a part of their education (72-19%, p<0.001).ConclusionsCOVID-19 is harming medical students in Africa and is likely to worsen the shortage of the future's healthcare workforce in the region. Pandemic-related impacts have led to a degradation of the learning environment of medical students. Medical schools have shifted online to differing degrees and direct patient-care in training of students has decreased. This study highlights the urgent need for flexible and innovative approaches to medical education in Africa.
| S-EPMC8654489 | biostudies-literature
Project description:Background: The aim of this study was to assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the current study methods and future plans of medical students compared to those in the pre-pandemic period. Methods: Second-grade medical students reported their academic experiences, study methods, and future career plans before (between 2016 and 2019) and during the pandemic (2020) using a questionnaire-based survey at Hokkaido University, Japan (n = 534). Results: From 2016 to 2019, we found an increasing trend for participation in short-term international exchange programs, taking the United States Medical Licensing Examination (USMLE), clinical training, and undertaking research abroad among the students. However, these percentages significantly declined (to 35.5%) during the COVID-19 pandemic in 2020 for all the assessed future plans, including short-term exchange programs (-27.9%), taking USMLE (-19.8%), clinical training (-24.5%), and undertaking research abroad (-13.2%) compared to 2019, wherein 67.9% of the students wished to have at least one of these four above-mentioned academic activities. Conclusions: The COVID-19 pandemic adversely and significantly influenced our medical students' plans to go abroad for clinical and research training. Future studies are warranted to assess the long-term influence of this pandemic on the career planning of medical students.
| S-EPMC9370090 | biostudies-literature
Project description:BackgroundDue to the COVID-19 pandemic, the 2021 Harvard Medical School course Clinical Topics in Global Health was offered for the first time as a remote class. We sought to understand student and faculty perceptions of the elective and evaluate the perceived effectiveness of teaching global health using an online education platform.MethodsFollowing the course, students and faculty were invited to complete a combined total of three online surveys, which consisted of closed- and open-response questions assessing the strengths and challenges of online learning. Data analyses included traditional descriptive statistics, Net Promoter Score calculation, and inductive thematic analysis of qualitative data.ResultsThirty-two students and eighteen guest faculty (including four international faculty) participated in the course. Highly-rated course components included guest lecturers, practical skill sessions, polls, and case studies. The Net Promoter Score for the course was excellent at 92, and students reported a greater likelihood of pursuing a career in global health because of the course. While students and faculty highlighted limitations of the remote learning platform (lack of community and interactivity), they also commented on increased accessibility and faculty diversity. Most faculty and students recommended a hybrid model for future versions of the course and suggested strategies to address current limitations.ConclusionsA remote learning platform can effectively deliver global health education, both in the pandemic setting and beyond.
| S-EPMC9087168 | biostudies-literature
Project description:BackgroundDue to the COVID-19 pandemic, clinical rotations at the University of Michigan Medical School (UMMS) were suspended on March 17, 2020, per the Association of American Medical Colleges' recommendations. No alternative curriculum existed to fill the educational void for clinical students. The traditional approach to curriculum development was not feasible during the pandemic as faculty were redeployed to clinical care, and the immediate need for continued learning necessitated a new model.ApproachOne student developed an outline for an online course on pandemics based on peer-to-peer conversations regarding learners' interests and needs, and she proposed that students author the content given the immediate need for a curriculum. Fifteen student volunteers developed content to fill knowledge gaps, and expert faculty reviewers confirmed that the student authors had successfully curated a comprehensive curriculum.EvaluationThe crowdsourced student content coalesced into a 40-hour curriculum required for all 371 clinical-level students at UMMS. This student-driven effort took just 17 days from outline to implementation, and the final product is a full course comprising five modules, multiple choice questions, discussion boards, and assignments. Learners were surveyed to gauge success, and 93% rated this content as relevant to all medical students.ReflectionThe successful implementation of this model for curriculum development, grounded in the Master Adaptive Learner framework, suggests that medical students can be entrusted as stewards of their own education. As we return to a post-pandemic "normal," this approach could be applied to the maintenance and de novo development of future curricula.
| S-EPMC7829638 | biostudies-literature
Project description:BackgroundSince the COVID-19 pandemic has affected the education of medical students, medical faculties have faced the challenge of adapting instruction to digital platforms. Although medical students are willing to support pandemic response efforts, how the crisis will affect their medical training remains uncertain. Thus, in this study, we investigated the teaching- and learning-related stressors and expectations of medical students in Germany during the COVID-19 pandemic.MethodsA cross-sectional survey was distributed online to undergraduate medical students at medical faculties in Germany. Students answered questions about COVID-19 and teaching (on a 7-point Likert scale from 0 ("not at all") to 6 ("completely")) and completed mental well-being measurements, including the State-Trait Anxiety Inventory (STAI), the Generalised Anxiety Disorder scale (GAD-7) and the Perceived Health Questionnaire (PHQ-9). Descriptive data analysis, a t-test and Pearson correlations were performed to process the data.ResultsMedical students felt well-informed about COVID-19 in general (M = 5.64, SD = 1.28) and in the medical context (M = 5.14, SD = 1.34) but significantly less informed about the pandemic in the academic context, M = 2.47, SD = 1.49, t(371) = 31.98, p < .001. Their distress levels were high (STAI: M = 45.12, SD = 4.73) and significantly correlated with the academic context (rp = .164, p < .01) but not their private lives. Concerning how they were taught, they most often expected online lectures (91.7%) and live broadcasts (67.2%) and less often expected innovative digital teaching strategies, including serious games (17.3%) and virtual-reality exercises (16.7%).DiscussionMedical students seem to be aware of the COVID-19 pandemic and its consequences for academic and healthcare contexts. They also seem to think that their teachers will enhance their digital competencies during the pandemic. Therefore, faculties of medicine need to rapidly and adequately digitalise their approaches to teaching.
| S-EPMC7673791 | biostudies-literature
Project description:The Coronavirus Disease 2019 (COVID-19) pandemic has caused an unprecedented disruption in medical education and healthcare systems worldwide. The disease can cause life-threatening conditions and it presents challenges for medical education, as instructors must deliver lectures safely, while ensuring the integrity and continuity of the medical education process. It is therefore important to assess the usability of online learning methods, and to determine their feasibility and adequacy for medical students. We aimed to provide an overview of the situation experienced by medical students during the COVID-19 pandemic, and to determine the knowledge, attitudes, and practices of medical students regarding electronic medical education. A cross-sectional survey was conducted with medical students from more than 13 medical schools in Libya. A paper-based and online survey was conducted using email and social media. The survey requested demographic and socioeconomic information, as well as information related to medical online learning and electronic devices; medical education status during the COVID-19 pandemic; mental health assessments; and e-learning knowledge, attitudes, and practices. A total of 3,348 valid questionnaires were retrieved. Most respondents (64.7%) disagreed that e-learning could be implemented easily in Libya. While 54.1% of the respondents agreed that interactive discussion is achievable by means of e-learning. However, only 21.1% agreed that e-learning could be used for clinical aspects, as compared with 54.8% who disagreed with this statement and 24% who were neutral. Only 27.7% of the respondents had participated in online medical educational programs during the COVID-19 pandemic, while 65% reported using the internet for participating in study groups and discussions. There is no vaccine for COVID-19 yet. As such, the pandemic will undeniably continue to disrupt medical education and training. As we face the prospect of a second wave of virus transmission, we must take certain measures and make changes to minimize the effects of the COVID-19 outbreak on medical education and on the progression of training. The time for change is now, and there should be support and enthusiasm for providing valid solutions to reduce this disruption, such as online training and virtual clinical experience. These measures could then be followed by hands-on experience that is provided in a safe environment.
| S-EPMC7688124 | biostudies-literature