Self-Assessment of Competencies in Final- Semester Medical Students Acquired through Different Teaching and Learning Modalities: A Natural Experiment During the COVID-19 Pandemic
DOI:
https://doi.org/10.17533/udea.iatreia.234Keywords:
Clinical Competence, Distance Education, Medical Education, Self-AssessmentAbstract
Introduction: The COVID-19 pandemic led to abrupt changes in medical education, with virtual education becoming an essential strategy to maintain medical training continuity. However, evidence of its outcomes is still lacking.
Objectives: To identify differences between face-to-face and virtual teaching methodologies in final-year medical students, measured by self-assessment of competencies.
Methods: An observational study of the natural distribution among finalyear Medicine students. Competency self-assessment and summative evaluation results were evaluated across three different groups (face-to-face, virtual, and bimodal). A survey was conducted to assess perceptions of the virtual methodology.
Results: Eighty-three students agreed to participate. Two-thirds experienced technical difficulties in the virtual modality. Statistically significant median differences were found favoring the face-to-face methodology for competencies in home visits (p = 0.03), clinical rounds (p = 0.021), and anticoagulation (p = 0.002); favoring the bimodal methodology for osteoarthritis management competency (p = 0.031); and favoring the virtual methodology for lung cancer screening competency (p = 0.02). Although the final grade showed statistically significant differences in one course, it was not academically relevant.
Conclusions: Considering competency self-assessment, it is possible to acquire most clinical competencies in cancer and geriatrics through virtual methodologies similarly to what is obtained in face-to-face methodology in an emotionally safe educational environment.
Style correction: Julián Laverde Restrepo
Downloads
References
(1) Huang C, Wang Y, Li X, Ren L, Zhao J, Hu Y, et al. Clinical features of patients infected with 2019 novel coronavirus in Wuhan, China. Lancet [Internet]. 2020;395(10223):497–506. https://doi.org/10.1016/S0140-6736(20)30183-5
(2) Abreu-Hernández LF, León-Bórquez R, García-Gutiérrez JF. Pandemia de COVID-19 y educación médica en Latinoamérica. FEM Rev Fund Educ Médica [Internet]. 2020;23(5):237–42. https://doi.org/10.33588/fem.235.1088
(3) Ouma C. Online Learning Perception among College Students during COVID-19 Pandemic around the World: Review. Afr Educ Res J [Internet]. 2021;9(3):790–9. Disponible en: https://eric.ed.gov/?id=EJ1324124
(4) Borysiuk I, Haioshko OB, Korniichuk O, Tsekhmister Y, Demianchuk M. Alternative Approaches to Clinical Practice in Medical Education during the COVID-19 Pandemic. J Curric Teach [Internet]. 2022;11(2):75–89. Disponible en: https://eric.ed.gov/?id=EJ1339388
(5) Patiño-Giraldo S. Educación médica en tiempos de pandemia por SARS-CoV2. Act Med Colomb [Internet]. 2021;46(3). https://doi.org/10.36104/amc.2021.1928
(6) Almarzooq ZI, Lopes M, Kochar A. Virtual learning during the COVID-19 pandemic: A disruptive technology in graduate medical education. J Am Coll Cardiol [Internet]. 2020;75(20):2635-2638. https://doi.org/10.1016/j.jacc.2020.04.015
(7) Kasai H, Shikino K, Saito G, Tsukamoto T, Takahashi Y, Kuriyama A, et al. Alternative approaches for clinical clerkship during the COVID-19 pandemic: online simulated clinical practice for inpatients and outpatients—A mixed method. BMC Med Educ [Internet]. 2021;21(1):149. https://doi.org/10.1186/s12909-021-02586-y
(8) Hew KF, LO CK. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC Med Educ [Internet]. 2018;18(1):38. https://doi.org/10.1186/s12909-018-1144-z
(9) Zhou T, Huang S, Cheng J, Xiao Y. The Distance Teaching Practice of Combined Mode of Massive Open Online Course Micro-Video for Interns in Emergency Department During the COVID-19 Epidemic Period. Telemed E-Health [Internet]. 2020 [consultado 2020 May 1]; 26(5):584-588. https://doi.org/10.1089/tmj.2020.0079
(10) Goh PS, Sandars J. A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish [Internet]. 2020;9(1):49. https://doi.org/10.15694/mep.2020.000049.1
(11) Ellaway R, Masters K. AMEE Guide 32: e-Learning in medical education Part 1: Learning, teaching and assessment. Med Teach [Internet]. 2008;30(5):455-473. https://doi.org/10.1080/01421590802108331
(12) Abraham R. The Need of the Hour: Adapting the Delivery of Clinical Skills Teaching Remotely. Perspect Educ [Internet]. 2021;39(2):82–94. https://doi.org/10.18820/2519593X/pie.v39.i2.7
(13) Domínguez-Torres LC, Vega-Peña NV, Sierra-Barbosa DO, Pepín-Rubio JJ. Aula invertida a distancia vs. aula invertida convencional: un estudio comparativo. Iatreia [Intenet]. 2021;34(3):260–5. https://doi.org/10.17533/udea.iatreia.104
(14) Bernard RM, Borokhovski E, Schmid RF, Tamim RM, Abrami PC. A meta-analysis of blended learning and technology use in higher education: From the general to the applied. J Comput High Educ [Internet]. 2014;26(1):87-122. https://doi.org/10.1007/s12528-013-9077-3
(15) Cook DA, Ellaway RH. Evaluating technology-enhanced learning: A comprehensive framework. Med Teach [Internet]. 2015;37(10):961-970. https://doi.org/10.3109/0142159X.2015.1009024
(16) Rehm M, Littlejohn A, Rienties B. Does a formal wiki event contribute to the formation of a network of practice? A social capital perspective on the potential for informal learning. Interact Learn Environ [Internet]. 2018;26(3):308-319. https://doi.org/10.1080/10494820.2017.1324495
(17) Roig-Vila R, Urrea-Solano M, Merma-Molina G. Communication at university classrooms in the context of COVID-19 by means of videoconferencing with Google Meet. RIED-Rev Iberoam Educ Dist [Internet]. 2021;24(1):197-220. http://dx.doi.org/10.5944/ried.24.1.27519
Published
How to Cite
Issue
Section
License
Copyright (c) 2023 Iatreia
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Papers published in the journal are available for use under the Creative Commons license, specifically Attribution-NonCommercial-ShareAlike 4.0 International.
The papers must be unpublished and sent exclusively to the Journal Iatreia; the author uploading the contribution is required to submit two fully completed formats: article submission and authorship responsibility.
