Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study.
Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study.
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DOI：
10.1186/s12909-021-02682-z
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发表时间：
2021-04-29
影响因子：
3.6
通讯作者：
Kojuri J
中科院分区：
文献类型：
--
作者：
Hayat AA;Keshavarzi MH;Zare S;Bazrafcan L;Rezaee R;Faghihi SA;Amini M;Kojuri J
自2019冠状病毒病疫情爆发以来，许多高等教育和健康中心面临挑战。教育领导人试图管理新的情况，但人类的基础设施还没有准备好这样一个事件。本研究旨在解释COVID-19大流行对医学教育的挑战和机遇。本研究采用传统的内容分析法，从面对面访谈和半结构化访谈中收集数据。访谈一直持续到数据饱和。参与者是设拉子医科大学的12名学生和14名教职员工。为了确保数据的严格性，我们使用了成员检查，同行检查和外部观察员。提取了三个主要类别和15个子类别。研究结果显示，四个子类别，即对电子学习的可行性的看法，电子学习的标准化，专门的教学，网络和跨学科合作，影响了医学电子学习的发展。COVID-19疫情为医学教育带来的主要机遇分为五个子类别：对电子学习的态度和适应性、防止学生脱离教育环境、记录和监测教育、控制自己的学习以及提高感知有用性。主要挑战分为四个子类别，例如不遵守虚拟教室礼仪，互动不足，时间限制以及基础设施缺陷和问题。最后，与会者认为，电子学习的评价方法更适合于诊断和形成性评价。一般来说，提取了两个子类别，即形成性和总结性。医学院必须转向电子学习，以弥补课堂教育的中断，例如传统的课程已被电子学习所取代。这些教学和学习方法的快速，广泛的变化对医学院产生了影响。
Since the onset of the COVID-19 pandemic, many higher education and health centers have faced challenges. Educational leaders have tried to manage the new situation, but the human infrastructure was not ready for such an event. This study aims to explain the challenges and opportunities of the COVID-19 pandemic for medical education. This qualitative study used conventional content analysis to collect data from face-to-face and semi-structured interviews. The interviews continued until data saturation was reached. The participants were 12 students and 14 faculty members at Shiraz University of Medical Sciences. To ensure data rigor, we used member checks, peer checks and an external observer. Three main categories and 15 subcategories were extracted. The findings showed that four subcategories, e.g. perception on feasibility of e-learning, standardizing of e-learning, dedicated teaching, and networking and interdisciplinary collaborations, affected the development of medical e-learning. The main opportunities from the COVID-19 pandemic for medical education were classified into five subcategories: attitudes to e-learning and adaptability, preventing students’ separation from the educational environment, documentation and monitoring education, take control of own learning, and increasing perceived usefulness. The main challenges were divided into four subcategories, e.g. noncompliance with virtual classroom etiquette, inadequate interactions, time limitations, and infrastructure defects and problems. Finally, participants believed that methods of evaluation in e-learning were more suitable for diagnosis and formative evaluations. Generally, two subcategories were extracted, e.g. formative and summative. Medical schools have necessarily moved towards e-learning to compensate for the interruption in classroom education, such that traditional classes have been replaced with e-learning. These rapid, extensive changes in teaching and learning approaches have consequences for medical schools.
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DOI：
10.5539/gjhs.v8n7p83
发表时间：
2015-11-03
期刊：
Global journal of health science
影响因子：
--
作者：
Lakbala P
通讯作者：
Lakbala P
DOI：
10.1016/j.ijhcs.2007.11.003
发表时间：
2008-05-01
影响因子：
5.4
作者：
Johnson, Richard D.;Hornik, Steven;Salas, Eduardo
通讯作者：
Salas, Eduardo
影响因子：
7.3
作者：
DAVIS, FD
通讯作者：
DAVIS, FD
影响因子：
9.9
作者：
Liaw, Shu-Sheng;Huang, Hsiu-Mei;Chen, Gwo-Dong
通讯作者：
Chen, Gwo-Dong
影响因子：
7.3
作者：
LEIDNER, DE;JARVENPAA, SL
通讯作者：
JARVENPAA, SL