The Effects of COVID-19 on Teaching Practices in Medical Education
Main Article Content
Abstract
Purpose: This study investigates the transition to online teaching modalities in U.S. medical schools as reported in publicly available datasets before and during the COVID-19 pandemic. The study examines the number and types of graduate medical education (GME) programs and their instructional methods that might be appropriate for continued online teaching modalities as compared to trends in higher education, and in particular, trends in health communication instruction, such as skills training in provider-patient and medical team consultations.
Materials & Method: Studies investigating or reporting trends in medical education were culled from PubMed, and additional studies regarding trends in higher education were culled from Web of Science and Communication Abstracts using search terms “COVID-19” and “education.” Publicly available data was collected from the Accreditation Council for Graduate Medical Education (ACGME) and Association of American Medical Colleges (AAMC) for years 2007-2021 (latest date available).
Results: Analysis of U.S. medical programs shows a clear trend toward modification of instructional methods to online modalities as a response to COVID-19 with some intent to continue utilizing these modalities post-COVID-19. Further analysis revealed a majority of utilized instructional methods which are adaptable to online teaching and learning, with certain instructional methods not easily adaptable comprising only 5.34% of the total. Growth in the number of graduate medical education programs and medical residents in the U.S. has steadily increased over the period, whereas the number of hours core medical faculty spend in teaching activities has decreased.
Discussion: Trends in medical education mirrored those in higher education in general during the period under investigation. Advances in instructional design can be applied to instructional methods used in medical programs. The greatest area of improvement gains could be attained in redesign of didactics.
Conclusions/Recommendations: Results indicate that medical schools were trending towards certain teaching methodologies which can be readily delivered in an online format prior to the COVID-19 pandemic. Given the development of new online teaching techniques resulting from the rapid transition to online teaching in 2020 throughout higher education institutions worldwide, it behooves medical societies and school to invest in research and development of online teaching methodologies for future-proofing of graduate medical education.
Keywords:
COVID-19, graduate medical education, health communication
Article Details
How to Cite
LEBLANC III, H. Paul.
The Effects of COVID-19 on Teaching Practices in Medical Education.
Medical Research Archives, [S.l.], v. 10, n. 9, sep. 2022.
ISSN 2375-1924.
Available at: <https://esmed.org/MRA/mra/article/view/3081>. Date accessed: 22 dec. 2024.
doi: https://doi.org/10.18103/mra.v10i9.3081.
Section
Research Articles
The Medical Research Archives grants authors the right to publish and reproduce the unrevised contribution in whole or in part at any time and in any form for any scholarly non-commercial purpose with the condition that all publications of the contribution include a full citation to the journal as published by the Medical Research Archives.
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2. Watermeyer R, Crick T, Knight C, Goodall J. COVID-19 and digital disruption in UK universities: Afflictions and affordances of emergency online migration. Higher Education. 2021;81(3):623-641. doi:10.1007/s10734-020-00561-y
3. Adedoyin OB, Soykan E. Covid-19 pandemic and online learning: The challenges and opportunities. Interactive Learning Environments. 2020;doi:10.1080/10494820.2020.1813180
4. Cheng X. Challenges of “School’s out, but class’s on” to school education: Practical exploration of Chinese schools during the COVID-19 pandemic. Science Insights Education Frontiers. 2020;5(2):501-516. doi:10.15354/sief.20.ar043
5. Aristeidou M, Cross S. Disrupted distance learning: the impact of Covid-19 on study habits of distance learning university students. Article. Open Learning. 2021;36(3):263-282. doi:10.1080/02680513.2021.1973400
6. Kinsky ES, Merle PF, Freberg K. Zooming through a Pandemic: An Examination of Marketable Skills Gained by University Students during the COVID-19 Crisis. Article. Howard Journal of Communications. 2021;32(5):507-529. doi:10.1080/10646175.2021.1965927
7. Raptis PR. Teaching Online During COVID-19: Lessons Learned About Creating Connection Through Trauma-Informed Teaching and Communicating Social Presence. Article. Ohio Communication Journal. 2022;60:180-186.
8. Kulikowski K, Przytula S, Sulkowski L. Emergency forced pandemic e-learning – feedback from students for HEI management. Article. Open Learning. 2021;36(3):245-262. doi:10.1080/02680513.2021.1942810
9. Vittorini P, Galassi A. From blended to online due to the COVID outbreak: the case study of a data science course. Article. Open Learning. 2021;36(3):212-230. doi:10.1080/02680513.2021.1973399
10. Trust T, Whalen J. Emergency remote teaching with technology during the COVID-19 pandemic: using the whole teacher lens to examine educator's experiences and insights. Article. Educational Media International. 2021;58(2):145-160. doi:10.1080/09523987.2021.1930479
11. Sturgis I, Lamb YR. Pivot! Teaching Communications Online During COVID-19. Article. Journalism & Mass Communication Educator. 2022;77(1):123-139. doi:10.1177/10776958211038152
12. Phillips RLJ, George BC, Holmboe ES, Bazemore AW, Westfall JM, Bitton A. Measuring graduate medical education outcomes to honor the social contract. Acad Med. 2022;97(5):643-648. doi:10.1097/acm.0000000000004592
13. Simons-Rudolf AP, Lilliott-González L, Ringwalt CL, Achoki T. COVID-19 and international efforts to reduce harmful drinking. Med Res Arch. 2022;10(5). doi:10.18103/mra.v10i5.2794
14. Abid K, Qureshi AL, Yasmin R. Continuum of medical education: Objectivity in instructional method, learning and assessment. J Pak Med Assoc. Apr 2010;60(4):262-264. Accessed June 21, 2022. https://www.jpma.org.pk/article-details/1994
15. Liras A. Computer-assisted instruction and scientific method in medical schools. Acad Med. Nov 1990;65(11):687. doi:10.1097/00001888-199011000-00008
16. Cook DA, Gelula MH, Dupras DM, Schwartz A. Instructional methods and cognitive and learning styles in web-based learning: Report of two randomised trials. Med Educ. Sep 2007;41(9):897-905. doi:10.1111/j.1365-2923.2007.02822.x
17. Gabard DL, Lowe DL, Chang JW. Current and future instructional methods and influencing factors in anatomy instruction in physical therapy and medical schools in the U.S. J Allied Health. Summer 2012;41(2):53-62. Accessed June 22, 2022. https://www.proquest.com/docview/1348257253/D976380CEC7742A9PQ/3?accountid=7122
18. Kao YS, Beeler MF, Strong JP. Comparison of the conventional lecture method and the self-instruction method for teaching clinical pathology. Am J Clin Pathol. Dec 1978;70(6):847-50. doi:10.1093/ajcp/70.6.847
19. Mason JL, Barkley SE, Kappelman MM, Carter DE, Beachy WV. Evaluation of a self-instructional method for improving doctor-patient communication. J Med Educ. Aug 1988;63(8):629-35. doi:10.1097/00001888-198808000-00007
20. Liu T-H, Sullivan AM. A story half told: a qualitative study of medical students’ self-directed learning in the clinical setting. BMC Med Educ. 2021/09/15 2021;21(1):494. doi:10.1186/s12909-021-02913-3
21. Mohd Saiboon I, Jaafar MJ, Ahmad NS, et al. Emergency skills learning on video (ESLOV): A single-blinded randomized control trial of teaching common emergency skills using self-instruction video (SIV) versus traditional face-to-face (FTF) methods. Med Teach. Mar 2014;36(3):245-50. doi:10.3109/0142159x.2013.857013
22. Peine A, Kabino K, Spreckelsen C. Self-directed learning can outperform direct instruction in the course of a modern German medical curriculum - results of a mixed methods trial. BMC Med Educ. Jun 3 2016;16:158. doi:10.1186/s12909-016-0679-0
23. Lee BR, Moore R. International telementoring: A feasible method of instruction. World J Urol. Sep 2000;18(4):296-8. doi:10.1007/s003450000136
24. Qayumi AK, Kurihara Y, Imai M, et al. Comparison of computer-assisted instruction (CAI) versus traditional textbook methods for training in abdominal examination (Japanese experience). Med Educ. Oct 2004;38(10):1080-8. doi:10.1111/j.1365-2929.2004.01957.x
25. Godfrey M, Rosser AA, Jung SA, Crandall M, Nathan M, Greenberg JA. Instructional methods of attendings as exhibited during intraoperative takeovers: A pilot study. Surgery. Aug 2021;170(2):446-453. doi:10.1016/j.surg.2021.02.022
26. Chojniak R, Carneiro DP, Moterani GS, et al. Mapping the different methods adopted for diagnostic imaging instruction at medical schools in Brazil. Radiol Bras. Jan-Feb 2017;50(1):32-37. doi:10.1590/0100-3984.2015.0223
27. Holden MS, Xia S, Lia H, et al. Machine learning methods for automated technical skills assessment with instructional feedback in ultrasound-guided interventions. Int J Comput Assist Radiol Surg. Nov 2019;14(11):1993-2003. doi:10.1007/s11548-019-01977-3
28. Roehr M, Wu T, Maykowski P, et al. The feasibility of virtual reality and student-led simulation training as methods of lumbar puncture instruction. Med Sci Educ. Feb 2021;31(1):117-124. doi:10.1007/s40670-020-01141-6
29. Kelly K. An opportunity for change in medical education amidst COVID-19: Perspective of a medical student. Journal of Pediatric Rehabilitation Medicine. 2020;13(3):345-347. doi:10.3233/prm-200733
30. Saoji MB, Ahirwar AK, Kaim K, Ahirwar P. Continuing medical education in Covid-19 pandemic. Hormone Molecular Biology and Clinical Investigation. 2022;doi:10.1515/hmbci-2021-0102
31. Dias MC. COVID-19 and psychiatric education: From postgraduate to continuous medical education. European Psychiatry. Apr 2021;64:S42-S42. doi:10.1192/j.eurpsy.2021.141
32. Hamamoto PT, Bicudo AM, Cecilio-Fernandes D. Preserving cornerstones of student's assessment in medical education during COVID-19. Frontiers in Psychology. Apr 2021;12591152. doi:10.3389/fpsyg.2021.591152
33. Sami M, Farrah N, Iqbal H. Medical students and COVID-19: final-year medical students' perspective. Postgraduate Medical Journal. Mar 2022;98(E2):E102-E102. doi:10.1136/postgradmedj-2021-140999
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