Emergency remote learning in anatomy during the COVID-19 pandemic: A study evaluating academic factors contributing to anxiety among first year medical students
| Autor: | Jenny Jacob, Priyanka Daniel, Pauline Shanthi, John K. Mathew, Kiran Devamani, Suganthy Rabi, Aby S. Charles, Supraja Srivastava, Gowri Mahasampath |
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| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
0301 basic medicine
Coronavirus disease 2019 (COVID-19) business.industry 030106 microbiology Remote learning General Medicine Learning styles 03 medical and health sciences Social support 0302 clinical medicine Mentorship Pandemic Medicine Anxiety Original Article 030212 general & internal medicine medicine.symptom business TUTOR computer computer.programming_language Clinical psychology |
| Zdroj: | Medical Journal Armed Forces India Med J Armed Forces India |
| ISSN: | 0377-1237 |
| DOI: | 10.1016/j.mjafi.2020.12.012 |
| Popis: | Background ‘Emergency remote learning’ (ERL) has been undertaken as an emergency response globally to facilitate online shift of medical education due to COVID-19. Although medical students world-wide have reported an increased level of anxiety, factors in the academic setting during ERL that influenced anxiety levels have not been studied yet. The present study aimed to evaluate anxiety levels of first year medical students and its correlation with academic factors during ERL. Methods ERL for neuroanatomy was conducted for six weeks mainly by online small group teaching. At completion, feedback was collected from students (n = 97) which included a GAD-7 questionnaire for anxiety levels and a modified VARK analysis to record changes in learning styles. Results Of 97 students (M46, F51) 43.30% had minimal, 31.96% mild, 10.31% moderate and 14.43% severe anxiety. Academic exchanges such as student–teacher interaction (80.41%), tutor feedback (90.72%) and mentor meetings (81.44%) were reported to be advantageous. There was a significant (p = 0.0056) correlation between enjoyment of small group discussion and lower GAD-7 scores. There was significant change in perceived learning styles during ERL. Video calls (p = 0.018) and gaming (p = 0.022) were significant modes of stress relief. There was significant correlation (p = 0.022) between gaming and GAD-7 scores. Conclusion About one-fourth of the students faced anxiety issues during ERL period. Small group interactions with focus on promoting connectedness and interaction, augmented by feedback, mentorship, familial and social support are important in reducing anxiety which should be kept in mind by educators while delivering such learning experiences. |
| Databáze: | OpenAIRE |
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