New Era of Medical Education: Asynchronous and Synchronous Online Teaching during and after COVID-19

Autor/inn/en	Mao, Shuangfa; Guo, Linghong; Li, Pengjie; Shen, Kui; Jiang, Mingxia; Liu, Yin
Titel	New Era of Medical Education: Asynchronous and Synchronous Online Teaching during and after COVID-19
Quelle	In: Advances in Physiology Education, 47 (2023) 2, S.272-281 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Liu, Yin)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1043-4046
Schlagwörter	Medical Education; Pandemics; COVID-19; Electronic Learning; Synchronous Communication; Asynchronous Communication; Medical Students; Differences; Instructional Design; Educational Change; Foreign Countries; In Person Learning; School Closing; Emergency Programs; China + Suchen Sie Ihr Suchwort? Medizinische Ausbildung; Unterscheiden; Lesson concept; Lessonplan; Unterrichtsentwurf; Bildungsreform; Ausland; School closings; Schule; Schließung; Schließung (von Schulen); Hilfsprogramm
Abstract	COVID-19 struck the world suddenly and unexpectedly. Since traditional education requires face-to-face communication, to avoid further spreading of the virus a majority part of that education has moved online. Our study attempts to compare the differences between online medical education with a unique course design and traditional face-to-face education. We conducted a retrospective analysis of a total of 4,098 medical students between 2019 and 2020, including two groups of students who received online education and classroom education for the same subjects, respectively. Freshmen enrolled in September 2018 received traditional classroom physiology and pharmacology education in the spring semester of 2019. Because of the impact of the COVID-19 pandemic, freshmen who were enrolled in September 2019 received online physiology and pharmacology education in the spring semester of 2020. The final marks of the two groups of students were recorded and compared. Data on students participating in online discussions, learning, homework, and watching instructional videos were also recorded. There was no significant difference in the final academic performance between the two groups [average mark: 55.93 (online education) vs. 56.27 (classroom education), P = 0.488]. Further analysis showed that student participation rates in online discussions, online learning, and online viewing of instructional videos were closely correlated with final grades in online courses (P < 0.01). In conclusion, our results suggest that the pedagogical effects of online education during COVID-19 were promising, and we provide a well-designed medical online course to inspire further improvements in online education. (As Provided).
Anmerkungen	American Physiological Society. 9650 Rockville Pike, Bethesda, MD 20814-3991. Tel: 301-634-7164; Fax: 301-634-7241; e-mail: webmaster@the-aps.org; Web site: https://www.physiology.org/journal/advances
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01