COVID-19 remote education for medical students in intensive care (CORES-ICU)
Background: The unprecedented COVID-19 pandemic changed the educational landscape from conventional method to remote learning. Conventional face-to-face teaching and training was challenging due to social distancing measures, the lack of available trainers, and lack of time for observation due...
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| Main Authors: | , |
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| Format: | Conference or Workshop Item |
| Language: | English English |
| Published: |
2021
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| Subjects: | |
| Online Access: | http://eprints.unisza.edu.my/4577/1/FH03-FP-21-52969.png http://eprints.unisza.edu.my/4577/2/FH03-FP-21-52828.pdf http://eprints.unisza.edu.my/4577/ |
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| Summary: | Background: The unprecedented COVID-19
pandemic changed the educational landscape
from conventional method to remote learning.
Conventional face-to-face teaching and training
was challenging due to social distancing measures,
the lack of available trainers, and lack of time for
observation due to demand of urgency during the
procedures. Movement control order have made
teaching and learning activities in the hospital
suspended.
Methods: We at the Faculty of Medicine, Universiti
Sultan Zainal Abidin, Kuala Terengganu, Malaysia,
have developed the COVID-19 Remote Education
for Medical Students in Intensive Care Unit
(CORES-ICU; the abbreviation from COVID-19,
Remote, Education, Students, and ICU) in the
response to the pandemic. We organized remote
teaching activities focused on the fundamentals
of Intensive Care. We used remote learning
with recorded lecturers, interactive case based
discussion, seminar and quizzes uploaded into
the learning management system. A continuous
quality improvement was assessed at the end of
the rotation. A feedback form with quantitative and
qualitative questionnaires were used to evaluate effectiveness and to improve the contents.
Results: 120 students completed the CORES-ICU.
90% of the respondents rates the course as very
useful. 86% rated the online platform as excellent,
despite of nearly 50% of the students still prefer
physical and face-to-face teaching and learning
activities. The advantages; students can participate
anywhere, able to revise anytime and no need for
social distancing. Among disadvantages; difficult
to teach practical skills and confidentially concerns
with recognizable case details for case based
discussions. Qualitative data showed that the
CORES-ICU was pitched at the appropriate level,
accessible and build medical students confidence
to do rotation in the ICU.
Conclusion: This model of educational delivery
was an effective solutions under social distancing
measures. We believe the remote education
provides continuing education during the
pandemic crisis. |
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