Shift to emergency remote preclinical medical education amidst the Covid‐19 pandemic: A single‐institution study

Ilias P. Nikas; Demetris Lamnisos; Maria Meletiou‐Mavrotheris; Sophia C. Themistocleous; Chryso Pieridi; Dimitrios G. Mytilinaios; Constantinos Michaelides; Elizabeth O. Johnson

doi:10.1002/ase.2159

journal article Jan 01, 2022

Shift to emergency remote preclinical medical education amidst the Covid‐19 pandemic: A single‐institution study

Ilias P. Nikas

Demetris Lamnisos

Maria Meletiou‐Mavrotheris Sophia C. Themistocleous Chryso Pieridi Dimitrios G. Mytilinaios Constantinos Michaelides Elizabeth O. Johnson

Anatomical Sciences Education Vol. 15 No. 1 pp. 27-41 · Wiley

View at Publisher Save 10.1002/ase.2159

Abstract

AbstractThe Covid‐19 pandemic disrupted medical education, shifting it towards emergency remote delivery. This cross‐sectional study aimed to assess the impact of the pandemic on preclinical medical education and identify predictors of the virtual learning experience and perceived stress. An anonymous survey was delivered electronically to the students of the authors' medical school that attended either histology or pathology. This survey contained two scales, the virtual learning experience (VLE) and the perceived stress scale‐10 (PSS‐10). A total of 173/255 (68%) responded, showing a positive perception towards the remote delivery of both courses. An exploratory factor analysis was performed on the VLE scale items and four new dimensions were formed: “course quality and learning outcomes”, “student motivation”, virtual against F2F learning”, and “virtual laboratory sessions”. The following significant predictors of enhanced VLE, in at least one dimension, were identified: female gender, pathology course, final examination grade >80%, lower perceived stress levels, studying in home country, and holding of another degree before medical school. In addition, the following predictors were significantly associated with higher levels of student perceived stress: female gender, pathology course, studying away from home, and suboptimal internet connection. Notably, the quality of internet connection was significantly associated with the students' final examination performance. Concerning the best mode for future delivery of both courses, most students proposed a blended, rather than an entirely on‐campus or online approach. In conclusion, despite its problems, a high‐quality remote preclinical medical education was possible in the authors' school and offered tremendous opportunities for future improvement.

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References

Details

Published: Jan 01, 2022
Vol/Issue: 15(1)
Pages: 27-41
License: View

Authors

I

Ilias P. Nikas

School of Medicine European University Cyprus Nicosia Cyprus

D

Demetris Lamnisos

Department of Health Sciences European University Cyprus Nicosia Cyprus

M

Maria Meletiou‐Mavrotheris

Department of Education Sciences European University Cyprus Nicosia Cyprus

S

Sophia C. Themistocleous

School of Medicine European University Cyprus Nicosia Cyprus

C

Chryso Pieridi

School of Medicine European University Cyprus Nicosia Cyprus

D

Dimitrios G. Mytilinaios

Kenhub GmbH Leipzig Germany

C

Constantinos Michaelides

School of Medicine European University Cyprus Nicosia Cyprus

E

Elizabeth O. Johnson

School of Medicine European University Cyprus Nicosia Cyprus

Cite This Article

Ilias P. Nikas, Demetris Lamnisos, Maria Meletiou‐Mavrotheris, et al. (2022). Shift to emergency remote preclinical medical education amidst the Covid‐19 pandemic: A single‐institution study. Anatomical Sciences Education, 15(1), 27-41. https://doi.org/10.1002/ase.2159

Shift to emergency remote preclinical medical education amidst the Covid‐19 pandemic: A single‐institution study

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