Development and implementation of the online undergraduate surgical teaching module at the University of KwaZulu-Natal during COVID-19.

Abstract

Background: The COVID-19 pandemic prompted the transition of all teaching and learning of final-year General Surgery students to an online platform.

Methods: A document review was conducted to determine the essential aspects of the teaching and learning programme that needed to be retained, and proposed modifications and implementation of an online surgical module. We followed the "READ" approach to analyse the documents, and the steps included readying the materials, extracting and analysing the data, and distilling the findings.

Results: Thirty-three curriculum and policy documents were reviewed, including General Surgery module templates, assessment policies, and institutional and external stakeholder guidance on the transition to remote learning and implementation plans. The main online instructional methods comprised video-based instruction on core surgical topics, including lectures, case-based discussion, pre-recorded clinical and procedural skills videos delivered via the Moodle Learning Management System (LMS) and an assessment of knowledge and skills (weekly quizzes on Moodle). The assessment format for the clinical component also changed from a clinical case examination and oral viva voce examination pre-COVID-19 to a written, structured clinical case scenario examination.

Conclusion: This document review provided a comprehensive understanding of the existing General Surgery curriculum at our institution and the events and policies that influenced the changes implemented due to the COVID-19 pandemic. It does not reflect the teaching and learning experiences of faculty and students; however, it provides a valuable point of departure for further studies to understand the teaching and learning experiences better.