| Autor: |
Sedtavut D. Nilaad, Erica Lin, Jacob Bailey, Caitlyn Truong, Samvel Gaboyan, Ankita Mittal, Brookie M. Best, Kama Guluma, Alana Iglewicz, Lina Lander, Sean Evans, Charles Goldberg, Laura E. Crotty Alexander |
| Rok vydání: |
2022 |
| Předmět: |
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| Zdroj: |
ATS scholar, vol 3, iss 3 |
| Popis: |
BackgroundThe coronavirus disease (COVID-19) pandemic has been a source of disruption, changing the face of medical education. In response to infection control measures at the University of California, San Diego, the hybrid in-person and recorded preclerkship curriculum was converted to a completely virtual format. The impact of this exclusive virtual teaching platform on the quality of trainee education is unknown.ObjectiveTo determine the efficacy of a virtual course, relative to traditional hybrid in-person and recorded teaching, and to assess the impact of supplementary educational material on knowledge acquisition.MethodsA retrospective observational cohort study was performed to assess an introductory course, held mostly in person in 2019 versus completely virtual in 2020, for first-year medical students and second-year pharmacy students at the University of California, San Diego, School of Medicine and Skaggs School of Pharmacy and Pharmaceutical Sciences.ResultsThe midterm and final examination scores were similar for the hybrid and virtual courses. There was no association between the hours of recorded lectures watched and final examination scores for either course. In the 2019 in-person and recorded course, students who demonstrated consistent on-time use of practice quizzes scored statistically higher on the final examination (P = 0.0066). In the 2020 virtual course, students who downloaded quizzes regularly had statistically higher scores on the midterm examination (P |
| Databáze: |
OpenAIRE |
| Externí odkaz: |
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