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Presentation Description
Aungsumalin Sukthongsa1
Penprapa Siripaopradist1 and Kengkaj Unrit
1 Mahasarakham hospital
Penprapa Siripaopradist1 and Kengkaj Unrit
1 Mahasarakham hospital
Background:
During the COVID-19 pandemic, virtual instruction became essential to reduce the risk of exposure for 4th year medical students. However, the inability to attend COVID wards could affect students’ ability to learn how to diagnose and manage pediatric COVID patients. A flipped virtual classroom combined with telemedicine was used to improve the virtual educational experience.
During the COVID-19 pandemic, virtual instruction became essential to reduce the risk of exposure for 4th year medical students. However, the inability to attend COVID wards could affect students’ ability to learn how to diagnose and manage pediatric COVID patients. A flipped virtual classroom combined with telemedicine was used to improve the virtual educational experience.
Objective:
Evaluating the efficacy of a flipped virtual classroom plus telemedicine in teaching pediatric COVID-19 patient management to medical students.
Evaluating the efficacy of a flipped virtual classroom plus telemedicine in teaching pediatric COVID-19 patient management to medical students.
Method:
Fourth year medical students were randomly allocated by block randomization to a control group (traditional lecture) and an intervention group (flipped virtual classroom plus telemedicine).The intervention group was provided with a study guide on pediatric COVID-19 infection 1 week prior to class. At the start of the class, students were assessed using two readiness tests (IRAT and GRAT) followed by facilitator feedback and case scenarios. Finally, students were exposed to a real clinical scenario via telemedicine.Pretest and post test scores were collected in both groups.Student satisfaction was measured using a Likert scale. Statistical analysis was performed using the MannWhitney U-test.
Fourth year medical students were randomly allocated by block randomization to a control group (traditional lecture) and an intervention group (flipped virtual classroom plus telemedicine).The intervention group was provided with a study guide on pediatric COVID-19 infection 1 week prior to class. At the start of the class, students were assessed using two readiness tests (IRAT and GRAT) followed by facilitator feedback and case scenarios. Finally, students were exposed to a real clinical scenario via telemedicine.Pretest and post test scores were collected in both groups.Student satisfaction was measured using a Likert scale. Statistical analysis was performed using the MannWhitney U-test.
Results:
A total of 13 students were enrolled in this study (6 in the intervention group and 7 in the control group). Pre-test scores were not significantly different between both groups. Post test scores were significantly higher in the flipped virtual classroom plus telemedicine group (p = 0.025). Student satisfaction scores in the intervention group tended to be higher than the control group, but this was not statistically significant (p = 0.082). Qualitatively, open-ended student feedback was very positive for the flipped virtual classroom.
A total of 13 students were enrolled in this study (6 in the intervention group and 7 in the control group). Pre-test scores were not significantly different between both groups. Post test scores were significantly higher in the flipped virtual classroom plus telemedicine group (p = 0.025). Student satisfaction scores in the intervention group tended to be higher than the control group, but this was not statistically significant (p = 0.082). Qualitatively, open-ended student feedback was very positive for the flipped virtual classroom.
Conclusion:
The flipped virtual classroom plus telemedicine resulted in significantly improved exam scores. Student feedback was highly positive. We conclude that this method is more effective than a traditional lecture and it is a novel and effective pedagogical option when clinical placements are limited.
The flipped virtual classroom plus telemedicine resulted in significantly improved exam scores. Student feedback was highly positive. We conclude that this method is more effective than a traditional lecture and it is a novel and effective pedagogical option when clinical placements are limited.
References (maximum three)
1. The perceived impact of the Covid-19 pandemic on medical student education and training– an international survey. BMC Medical Education, 2021, 21: 1-8.
2. HEW, Khe Foon; LO, Chung Kwan. Flipped classroom improves student learning in health professions education: a meta-analysis. BMC medical education, 2018, 18: 1-12.
3. WEES, Isabel, et al. Improving the care of patients with COVID-19 with a medical student- run telemedicine clinic. BMJ Open Quality, 2022, 11.1: e001646.