Presentation Description
Denisse Zuniga1
Carlos Gonzalez1
1 Pontificia Universidad Catolica de Chile
Carlos Gonzalez1
1 Pontificia Universidad Catolica de Chile
Background.
The efforts of medical schools to maintain the continuity of undergraduate education during the health crisis are well known (1). However, it isn't clear how online education affected the teaching and evaluation in courses with a practical component (2,3). Studies are needed to examine and evaluate the projection of change in the teaching. The study aims to analyze the strategies and conceptions of medical teachers to face the teaching and evaluation of the practical component in the virtual modality.
The efforts of medical schools to maintain the continuity of undergraduate education during the health crisis are well known (1). However, it isn't clear how online education affected the teaching and evaluation in courses with a practical component (2,3). Studies are needed to examine and evaluate the projection of change in the teaching. The study aims to analyze the strategies and conceptions of medical teachers to face the teaching and evaluation of the practical component in the virtual modality.
Summary of work.
A mixed research design is proposed. Medical teachers of clinical courses from 6 Chilean universities participated. Individual interviews and observations (COPUS) of class recordings of 12 teachers were conducted, and 129 participants completed a technology use and acceptance questionnaire (UTAUT-2). Qualitative data was analyzed through thematic analysis; psychometric properties and inferential statistics to analyze quantitative data.
A mixed research design is proposed. Medical teachers of clinical courses from 6 Chilean universities participated. Individual interviews and observations (COPUS) of class recordings of 12 teachers were conducted, and 129 participants completed a technology use and acceptance questionnaire (UTAUT-2). Qualitative data was analyzed through thematic analysis; psychometric properties and inferential statistics to analyze quantitative data.
Results.
Between 2020 and 2022, courses adjusted the contents and incorporated synchronous and asynchronous teaching-learning and evaluation strategies. In virtual classrooms (VC), teachers transmit information and mediate between knowledge and its application. In the evaluation, synchronous MCQ with VC support predominated. The VC was reliable for the teachers, who became accustomed to its use; however, its contribution to learning the practical component is debatable. Only half of the teachers received training in digital competencies.
Between 2020 and 2022, courses adjusted the contents and incorporated synchronous and asynchronous teaching-learning and evaluation strategies. In virtual classrooms (VC), teachers transmit information and mediate between knowledge and its application. In the evaluation, synchronous MCQ with VC support predominated. The VC was reliable for the teachers, who became accustomed to its use; however, its contribution to learning the practical component is debatable. Only half of the teachers received training in digital competencies.
Discussion.
Teachers could face and adapt to online modality. Virtuality did not seem to impact teachers' digital competencies or the use of technology in the evaluation in the same way.
Teachers could face and adapt to online modality. Virtuality did not seem to impact teachers' digital competencies or the use of technology in the evaluation in the same way.
Conclusion.
Educational methods were adapted to the virtual modality. However, the continuity of the VC in clinical courses is unclear.
Educational methods were adapted to the virtual modality. However, the continuity of the VC in clinical courses is unclear.
Home-take messages.
Teachers adapted their educational and evaluation strategies to online modality. The evaluation was challenging and less satisfactory. It will be essential to strengthen teachers' digital competencies and increase institutional support in times of artificial intelligence.
Teachers adapted their educational and evaluation strategies to online modality. The evaluation was challenging and less satisfactory. It will be essential to strengthen teachers' digital competencies and increase institutional support in times of artificial intelligence.
References (maximum three)
Stewart W. A global crash course in teaching and learning online: A thematic review of empirical Emergency Remote Teaching (ERT) studies in higher education during Year 1 of COVID-19. Open Praxis 2021; 13 (1): 89-102.
Ten Cate O, Schultz K, Frank J, Hennus M, Ross S, Schumacher D, Snell L, Whelan A, Youngon J. Questioning medical competence: Should the Covid-19 crisis affect the goals of medical education? Medical Teacher 2021, 43 (7): 817-23.
Abreu-Hernández LF, León-Bórquez R, García-Gutiérrez JF. Pandemia de Covid-19 y educación médica en Latinoamérica. Fundación Educación Médica 2020, 23(5): 237-42.