Abstract
Objectives: To assess student outcomes and experiences, as well as preceptor experiences, after emergently converting a preclinical medical school renal course to a remote setting during the COVID-19 pandemic. Methods: First-year medical student examination scores and responses to Likert-scale questions on end-of-course evaluations from the 2018–2019 (traditional) and 2019–2020 (remote) academic years were compared. Free-text responses from students and preceptors were analyzed using a qualitative summative approach to extract major themes in perceptions of remote learning. Results: Mean student scores on course examinations did not significantly differ between the traditional and remote settings (p = 0.23 and 0.84 respectively). Quantitative analysis of student evaluations revealed no significant difference across all items in mean Likert-scale responses. Student and preceptor free-text responses identified course leader engagement and responsiveness as essential to the success of remote-based learning. Optimal group size and online etiquette are areas that require attention. Conclusions: Despite rapid conversion of a preclinical medical school renal course to a remote-based format in the setting of the COVID-19 pandemic, student scores and evaluations remain positive and largely unchanged.
Original language | English (US) |
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Pages (from-to) | 1895-1901 |
Number of pages | 7 |
Journal | Medical Science Educator |
Volume | 31 |
Issue number | 6 |
DOIs | |
State | Published - Dec 2021 |
Keywords
- COVID-19 pandemic
- Medical education
- Pre-clinical
- Remote learning
- Renal
ASJC Scopus subject areas
- Medicine (miscellaneous)
- Education