The Impact of Online Learning In The Internal Medicine Rotation Among Medical Clerks During The Covid 19 Pandemic and Lockdown
Melvin Remulla Marcial
Dec 2022 DOI 10.35460/2546-1621.2022-sp07 Access
Background: The impact of online learning during internal medicine rotation among graduating medical students was evaluated during COVID 19 pandemic.
Objectives: The study aimed to gauge acceptability of a self-directed learning, recognize frustrations, identify coping mechanisms, assess rate of learning, evaluate study habits and appraise level of readiness in handling actual patients later in practice among graduating medical clerks.
Methodology: An ambispective cohort design study involving both retrospective and prospective follow-up of respondents. The retrospective component involved blended learners with clinical experience (Group 1). The prospective component included online learner with clinical experience (Group 2) and online learner without clinical experience.
Results: Group 1 showed that they favor pure traditional learning over pure online learning in contrast to the other 2 groups which rated acceptability of online learning high. All groups had high levels of frustration with their inability to experience actual patient exposure, had moderate to high level of coping mechanisms, and rated high the traditional learning and blended learning methodologies. In contrary, all groups rated low to moderate contributions of online learning to their learning. Group 3 had a significantly higher mean overall readiness score compared to the two other groups.
Conclusion: The study showed the different levels of impact of online learning to the different population of medical clerks in terms of its acceptability as an alternative way of learning. Actual patient exposure is of main concern while different coping mechanisms maximize knowledge acquisition.
Key words: Online learning, self directed, COVID 19 pandemic, Medical clerks
- Sandhu P, de Wolf M. The impact of COVID-19 on the undergraduate medical curriculum. Med Educ Online [Inter net]. 2020;25(1):1764740. Available from: http://dx.doi.org/10.1080/10872981.2020.1764740
- Watson A, McKinnon T, Prior S-D, Richards L, Green CA. COVID-19: time for a bold new strategy for medical education. Med Educ Online [Internet]. 2020;25(1):1764741. Available from: http://dx.doi.org/10.1080/10872981.2 020.1764741
- Miller DG, Pierson L, Doernberg S. The role of medical students during the COVID-19 pandemic. Ann Intern Med [Internet]. 2020;173(2):145–6. Available from: http:// dx.doi.org/10.7326/M20-1281
- Howlett D, Vincent T, Gainsborough N, Fairclough J, Taylor N, Cohen J, et al. Integration of a Case-Based Online Module into an Undergraduate Curriculum: What is Involved and is it Effective? E-Learn digit media [Internet]. 2009;6(4):372–84. Available from: http://dx.doi. org/10.2304/elea.2009.6.4.372
- Ruiz JG, Mintzer MJ, Leipzig RM. The impact of E-learning in medical education. Acad Med [Internet]. 2006;81(3):207–12. Available from: http://dx.doi. org/10.1097/00001888-200603000-00002
- Smith RS. Guidelines for authors of learning objects. New Media Consortium [Internet]. 2004 [cited 2020 May 26]; Available from: http://files.eric.ed.gov/fulltext/ ED505110.pdf
- Littlejohn A . Issues in reusing online resources. In: Littlejohn A (ed). Reusing Online Resources: A Sustainable Approach to eLearning. London: Creative Print and Design,2003 1–6.
- Clark D. Psychological myths in e-learning. Med Teach [Internet]. 2002;24(6):598–604. Available from: http://dx.doi.org/10.1080/0142159021000063916
- O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education – an integrative review. BMC Med Educ [Internet]. 2018;18(1). Available from: http://dx.doi. org/10.1186/s12909-018-1240-0
- Digital and Media Literacy for Today‘s Learners [Internet]. US Digital Literacy 2015 [cited 8 Aug 2016]. Available from: http://digitalliteracy.us/
- Vermetten YJ, Vermunt JD, Lodewijks HG. Powerful learning environments? How university students differ in their response to instructional measures. Learn Instr [Internet]. 2002;12(3):263–84. Available from: http://dx.doi. org/10.1016/s0959-4752(01)00013-5
- Weiler A. Information-seeking behavior in generation Y students: Motivation, critical thinking, and learning theory. J Acad Libr. [Internet]. 2005 [cited 2022 Nov 14];31(1):46–53.
- Evans KH, Ozdalga E, Ahuja N. The medical education of generation Y. Acad Psychiatry [Internet]. 2016;40(2):382–5. Available from: http://dx.doi.org/10.1007/ s40596-015-0399-5
- Johnson SA, Romanello ML. Generational diversity: Teaching and learning approaches. Nurse Educ [Inter net]. 2005;30(5):212–6. Available from: http://dx.doi. org/10.1097/00006223-200509000-00009
- Leff B, Harper GM. The reading habits of medicine clerks at one medical school: frequency, usefulness, and difficulties. Acad Med [Internet]. 2006;81(5):489– 94. Available from: http://dx.doi.org/10.1097/01. ACM.0000222273.90705.a6
- Borges NJ, Manuel RS, Elam CL, Jones BJ. Differences in motives between Millennial and Generation X medical students: Motives of Millennial and Generation X medical students. Med Educ [Internet]. 2010;44(6):570–6. Available from: http://dx.doi.org/10.1111/j.1365-2923.2010.03633.x
- Twenge JM. Generational changes and their impact in the classroom: teaching Generation Me. Med Educ [Internet]. 2009;43(5):398–405. Available from: http://dx.doi. org/10.1111/j.1365-2923.2009.03310.x
- Sandars J, Morrison C. What is the Net Generation? The challenge for future medical education. Med Teach [Inter net]. 2007;29(2–3):85–8. Available from: http://dx.doi. org/10.1080/01421590601176380
- Bahner DP, Adkins E, Patel N, Donley C, Nagel R, Kman NE. How we use social media to supplement a novel curriculum in medical education. Med Teach [Internet]. 2012;34(6):439–44. Available from: http://dx.doi.org/10.3109/0142159X.2012.668245
- Sabry M. Garrison’s Model of Self-Directed Learning: Preliminary Validation and Relationship to Academic Achievement The. The Spanish Journal of Psychology. 2010;13:586–96.
- Wedemeyer CA. Learning at the back door. Madison, WI: University of Wisconsin Press; 1981.
- Mcleod SA. Kolb’s learning styles and experiential learning cycle. 2013. Available from: https://www.simplypsychology.org/learningkolb.html
- Kolb DA. Experiential learning: experience as the source of learning and development [Internet]. Englewood Cliffs, NJ: Prentice Hall; 1984. Available from: http://www. learningfromexperience.com/images/uploads/process-of experiential-learning.pdf
- Kolb DA, Rubin IM, Mcintyre JM. Organizational psychology: Readings on human behavior in organizations. Prentice-Hall; 1984.
- Rothman KJ, Greenland S, Lash T. Modern epidemiology. Third Edition. Philadelphia: Lippincott Williams & Wilkins; 2008. pp. 303-27
- Daniel WW. Biostatistics: A foundation for analysis in the health sciences, 10e. Nashville, TN: John Wiley & Sons; 2013
- Raykov T, Marcoulides GA. Introduction to Applied Multivariate Analysis. New York, NY: Routledge, Taylor and Francis Group; 2008.
- Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online [Internet]. 2019;24(1):1666538. Available from: http://dx.doi.org/ 10.1080/10872981.2019.1666538
- Experience of a medical school in the Philippines on the sudden shift to online learning amidst COVID-19. Acta Med Philipp [Internet]. 2021; Available from: http://dx.doi. org/10.47895/amp.vi0.3265
- Roslan NS, Halim AS. Enablers and barriers to online learning among medical students during COVID-19 pandemic: An explanatory mixed-method study. Sustainability [Inter net]. 2021;13(11):6086. Available from: http://dx.doi. org/10.3390/su13116086
- O’Doherty D, Dromey M, Lougheed J, Hannigan A, Last J, McGrath D. Barriers and solutions to online learning in medical education – an integrative review. BMC Med Educ [Internet]. 2018;18(1). Available from: http://dx.doi.org/10.1186/s12909-018-1240-0
- Alexandraki I, Walsh KJ, Ratcliffe T, Onumah C, Szauter K, Curren C, et al. Innovation and missed opportunities in internal medicine undergraduate education during COVID 19: Results from a national survey. J Gen Intern Med [Inter net]. 2022;37(9):2149–55. Available from: http://dx.doi. org/10.1007/s11606-022-07490-9
- Harries AJ, Lee C, Jones L, Rodriguez RM, Davis JA, Boy sen-Osborn M, et al. Effects of the COVID-19 pandemic on medical students: a multicenter quantitative study. BMC Med Educ [Internet]. 2021;21(1):14. Available from: http://dx.doi.org/10.1186/s12909-020-02462-1
- Rose S. Medical student education in the time of COVID-19. JAMA [Internet]. 2020;323(21):2131–2. Available from: http://dx.doi.org/10.1001/jama.2020.5227
Articles related to the one you are viewing
There are currently no results to show, please try again later
Open Access This article is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License, which permits use, share — copy and redistribute the material in any medium or format, adapt — remix, transform, and build upon the material, as long as you give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use. You may not use the material for commercial purposes. If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original. You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits. The images or other third party material in this article are included in the article’s Creative Commons license, unless indicated otherwise in a credit line to the material. If material is not included in the article’s Creative Commons license and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this license, visit https://creativecommons.org/licenses/by-nc-sa/4.0/.