How medical education survives and evolves during COVID-19: Our experience and future direction
Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerks...
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| Veröffentlicht in: | PloS one 2020-12, Vol.15 (12), p.e0243958-e0243958 |
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| creator | Kim, Ju Whi Myung, Sun Jung Yoon, Hyun Bae Moon, Sang Hui Ryu, Hyunjin Yim, Jae-Joon |
| description | Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference.
The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students' academic performance before and after the introduction of online courses.
A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects.
The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed. |
| doi_str_mv | 10.1371/journal.pone.0243958 |
| format | Article |
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The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students' academic performance before and after the introduction of online courses.
A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects.
The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.</description><identifier>ISSN: 1932-6203</identifier><identifier>EISSN: 1932-6203</identifier><identifier>DOI: 10.1371/journal.pone.0243958</identifier><identifier>PMID: 33338045</identifier><language>eng</language><publisher>United States: Public Library of Science</publisher><subject>Academic Performance ; Biology and Life Sciences ; Clinical Clerkship ; Clinical Competence ; Control ; Core curriculum ; Coronaviruses ; COVID-19 ; COVID-19 - epidemiology ; Distance education ; Distance learning ; Distribution ; Education ; Education, Distance - methods ; Education, Medical, Undergraduate - methods ; Education, Medical, Undergraduate - trends ; Educational aspects ; Epidemics ; Forecasts and trends ; Humans ; Internet ; Job Satisfaction ; Medical education ; Medical research ; Medicine and Health Sciences ; Online instruction ; Pandemics ; Physicians ; Republic of Korea ; Schools ; Schools, Medical ; Social Sciences ; Software ; South Korea ; Students ; Students, Medical ; Training ; Video communication ; Viral diseases</subject><ispartof>PloS one, 2020-12, Vol.15 (12), p.e0243958-e0243958</ispartof><rights>COPYRIGHT 2020 Public Library of Science</rights><rights>2020 Kim et al. This is an open access article distributed under the terms of the Creative Commons Attribution License: http://creativecommons.org/licenses/by/4.0/ (the “License”), which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited. Notwithstanding the ProQuest Terms and Conditions, you may use this content in accordance with the terms of the License.</rights><rights>2020 Kim et al 2020 Kim et al</rights><lds50>peer_reviewed</lds50><oa>free_for_read</oa><woscitedreferencessubscribed>false</woscitedreferencessubscribed><citedby>FETCH-LOGICAL-c758t-fd0c7d226bafbaa2aa7849ee46597200450a4ac3457f4db22a866130418f939c3</citedby><cites>FETCH-LOGICAL-c758t-fd0c7d226bafbaa2aa7849ee46597200450a4ac3457f4db22a866130418f939c3</cites><orcidid>0000-0001-8011-3547 ; 0000-0001-7332-0126 ; 0000-0003-1102-8714</orcidid></display><links><openurl>$$Topenurl_article</openurl><openurlfulltext>$$Topenurlfull_article</openurlfulltext><thumbnail>$$Tsyndetics_thumb_exl</thumbnail><linktopdf>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7748283/pdf/$$EPDF$$P50$$Gpubmedcentral$$Hfree_for_read</linktopdf><linktohtml>$$Uhttps://www.ncbi.nlm.nih.gov/pmc/articles/PMC7748283/$$EHTML$$P50$$Gpubmedcentral$$Hfree_for_read</linktohtml><link.rule.ids>230,314,723,776,780,860,881,2096,2915,23845,27901,27902,53766,53768,79343,79344</link.rule.ids><backlink>$$Uhttps://www.ncbi.nlm.nih.gov/pubmed/33338045$$D View this record in MEDLINE/PubMed$$Hfree_for_read</backlink></links><search><creatorcontrib>Kim, Ju Whi</creatorcontrib><creatorcontrib>Myung, Sun Jung</creatorcontrib><creatorcontrib>Yoon, Hyun Bae</creatorcontrib><creatorcontrib>Moon, Sang Hui</creatorcontrib><creatorcontrib>Ryu, Hyunjin</creatorcontrib><creatorcontrib>Yim, Jae-Joon</creatorcontrib><title>How medical education survives and evolves during COVID-19: Our experience and future direction</title><title>PloS one</title><addtitle>PLoS One</addtitle><description>Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference.
The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students' academic performance before and after the introduction of online courses.
A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects.
The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.</description><subject>Academic Performance</subject><subject>Biology and Life Sciences</subject><subject>Clinical Clerkship</subject><subject>Clinical Competence</subject><subject>Control</subject><subject>Core curriculum</subject><subject>Coronaviruses</subject><subject>COVID-19</subject><subject>COVID-19 - epidemiology</subject><subject>Distance education</subject><subject>Distance learning</subject><subject>Distribution</subject><subject>Education</subject><subject>Education, Distance - methods</subject><subject>Education, Medical, Undergraduate - methods</subject><subject>Education, Medical, Undergraduate - trends</subject><subject>Educational aspects</subject><subject>Epidemics</subject><subject>Forecasts and trends</subject><subject>Humans</subject><subject>Internet</subject><subject>Job Satisfaction</subject><subject>Medical education</subject><subject>Medical research</subject><subject>Medicine and Health Sciences</subject><subject>Online instruction</subject><subject>Pandemics</subject><subject>Physicians</subject><subject>Republic of Korea</subject><subject>Schools</subject><subject>Schools, Medical</subject><subject>Social Sciences</subject><subject>Software</subject><subject>South Korea</subject><subject>Students</subject><subject>Students, Medical</subject><subject>Training</subject><subject>Video communication</subject><subject>Viral 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Jae-Joon</au><format>journal</format><genre>article</genre><ristype>JOUR</ristype><atitle>How medical education survives and evolves during COVID-19: Our experience and future direction</atitle><jtitle>PloS one</jtitle><addtitle>PLoS One</addtitle><date>2020-12-18</date><risdate>2020</risdate><volume>15</volume><issue>12</issue><spage>e0243958</spage><epage>e0243958</epage><pages>e0243958-e0243958</pages><issn>1932-6203</issn><eissn>1932-6203</eissn><abstract>Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference.
The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students' academic performance before and after the introduction of online courses.
A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects.
The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.</abstract><cop>United States</cop><pub>Public Library of Science</pub><pmid>33338045</pmid><doi>10.1371/journal.pone.0243958</doi><tpages>e0243958</tpages><orcidid>https://orcid.org/0000-0001-8011-3547</orcidid><orcidid>https://orcid.org/0000-0001-7332-0126</orcidid><orcidid>https://orcid.org/0000-0003-1102-8714</orcidid><oa>free_for_read</oa></addata></record> |
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| subjects | Academic Performance Biology and Life Sciences Clinical Clerkship Clinical Competence Control Core curriculum Coronaviruses COVID-19 COVID-19 - epidemiology Distance education Distance learning Distribution Education Education, Distance - methods Education, Medical, Undergraduate - methods Education, Medical, Undergraduate - trends Educational aspects Epidemics Forecasts and trends Humans Internet Job Satisfaction Medical education Medical research Medicine and Health Sciences Online instruction Pandemics Physicians Republic of Korea Schools Schools, Medical Social Sciences Software South Korea Students Students, Medical Training Video communication Viral diseases |
| title | How medical education survives and evolves during COVID-19: Our experience and future direction |
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