COVID-19大流行期间的电子学习:对医学生学业进步感知的影响

Bogdan-Viorel Vîlceleanu, A. Balan, E. Jugănaru, Elena Merlușcă, A. Rascu, M. Oțelea
{"title":"COVID-19大流行期间的电子学习:对医学生学业进步感知的影响","authors":"Bogdan-Viorel Vîlceleanu, A. Balan, E. Jugănaru, Elena Merlușcă, A. Rascu, M. Oțelea","doi":"10.2478/rjom-2021-0005","DOIUrl":null,"url":null,"abstract":"Abstract The Covid-19 pandemic created one of the most stressful situations all around the world and affected almost all activity sectors, including medical education. Sudden restrictions on social interactions forced an abrupt transition from amphitheatres and physical examinations to online lectures and, despite difficulties, the academic community rallied to continue teaching. The swift transition left academia with no time to design custom platforms and confined the university to choose among a set of readily available tools: Google Classroom and Google Meet, Zoom and Moodle, which offer a basic framework for substituting the students’ needs. In some countries, ours included, most of the summer term took place online. Although pandemics are, hopefully, rare events, the experience with online classes should be used to improve and expand current teaching models, since this improvement could be a means to a general improvement of the medical teaching system. On the other hand, the COVID-19 pandemic is not finished yet and many restrictions continue, affecting at least 20% of the total undergraduate training of several generations of doctors. The study aims to identify – within the medical students’ community - transferable aspects of online classes to the post-pandemic teaching in the perspective of blended learning. We deliberately chose to omit the examination part of the educational process in order to set the focus on the delivery of teaching. In this first analysis of the results, the degree of progress in reaching a high professionalism level was analyzed starting from the self-assessment of professional growth, that was previously found to be in good agreement with the actual achievements as derived from the traditional formative examination. [1]","PeriodicalId":399083,"journal":{"name":"Romanian Journal of Occupational Medicine","volume":"91 11 1","pages":"0"},"PeriodicalIF":0.0000,"publicationDate":"2021-10-26","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"E-learning during the COVID-19 pandemic: the impact on medical students’ perceived academic progress\",\"authors\":\"Bogdan-Viorel Vîlceleanu, A. Balan, E. Jugănaru, Elena Merlușcă, A. Rascu, M. Oțelea\",\"doi\":\"10.2478/rjom-2021-0005\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Abstract The Covid-19 pandemic created one of the most stressful situations all around the world and affected almost all activity sectors, including medical education. Sudden restrictions on social interactions forced an abrupt transition from amphitheatres and physical examinations to online lectures and, despite difficulties, the academic community rallied to continue teaching. The swift transition left academia with no time to design custom platforms and confined the university to choose among a set of readily available tools: Google Classroom and Google Meet, Zoom and Moodle, which offer a basic framework for substituting the students’ needs. In some countries, ours included, most of the summer term took place online. Although pandemics are, hopefully, rare events, the experience with online classes should be used to improve and expand current teaching models, since this improvement could be a means to a general improvement of the medical teaching system. On the other hand, the COVID-19 pandemic is not finished yet and many restrictions continue, affecting at least 20% of the total undergraduate training of several generations of doctors. The study aims to identify – within the medical students’ community - transferable aspects of online classes to the post-pandemic teaching in the perspective of blended learning. We deliberately chose to omit the examination part of the educational process in order to set the focus on the delivery of teaching. In this first analysis of the results, the degree of progress in reaching a high professionalism level was analyzed starting from the self-assessment of professional growth, that was previously found to be in good agreement with the actual achievements as derived from the traditional formative examination. [1]\",\"PeriodicalId\":399083,\"journal\":{\"name\":\"Romanian Journal of Occupational Medicine\",\"volume\":\"91 11 1\",\"pages\":\"0\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2021-10-26\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Romanian Journal of Occupational Medicine\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.2478/rjom-2021-0005\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Romanian Journal of Occupational Medicine","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.2478/rjom-2021-0005","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
引用次数: 1

摘要

2019冠状病毒病大流行造成了世界上最紧张的局面之一,影响了包括医学教育在内的几乎所有活动部门。突然对社交活动的限制迫使人们从露天剧场和体检突然转变为在线授课,尽管困难重重,学术界还是团结起来继续教学。这种迅速的转变使得学术界没有时间设计定制平台,并限制了大学在一套现成的工具中进行选择:谷歌课堂和谷歌见面,Zoom和Moodle,这些工具为替代学生的需求提供了一个基本框架。在一些国家,包括我们的国家,夏季学期的大部分时间都是在网上进行的。虽然大流行希望是罕见的事件,但应该利用在线课程的经验来改进和扩展当前的教学模式,因为这种改进可以成为全面改进医学教学系统的一种手段。另一方面,新冠肺炎疫情尚未结束,许多限制仍在继续,影响了至少20%的几代医生本科培训。这项研究旨在从混合学习的角度,在医学生社区内确定在线课程可转移到大流行后教学的方面。我们故意选择省略教育过程中的考试部分,以便将重点放在教学的交付上。在对结果的第一次分析中,我们从专业成长的自我评估开始,分析了达到高专业水平的进步程度,之前发现这与传统的形成性考试得出的实际成果非常吻合。[1]
本文章由计算机程序翻译,如有差异,请以英文原文为准。
E-learning during the COVID-19 pandemic: the impact on medical students’ perceived academic progress
Abstract The Covid-19 pandemic created one of the most stressful situations all around the world and affected almost all activity sectors, including medical education. Sudden restrictions on social interactions forced an abrupt transition from amphitheatres and physical examinations to online lectures and, despite difficulties, the academic community rallied to continue teaching. The swift transition left academia with no time to design custom platforms and confined the university to choose among a set of readily available tools: Google Classroom and Google Meet, Zoom and Moodle, which offer a basic framework for substituting the students’ needs. In some countries, ours included, most of the summer term took place online. Although pandemics are, hopefully, rare events, the experience with online classes should be used to improve and expand current teaching models, since this improvement could be a means to a general improvement of the medical teaching system. On the other hand, the COVID-19 pandemic is not finished yet and many restrictions continue, affecting at least 20% of the total undergraduate training of several generations of doctors. The study aims to identify – within the medical students’ community - transferable aspects of online classes to the post-pandemic teaching in the perspective of blended learning. We deliberately chose to omit the examination part of the educational process in order to set the focus on the delivery of teaching. In this first analysis of the results, the degree of progress in reaching a high professionalism level was analyzed starting from the self-assessment of professional growth, that was previously found to be in good agreement with the actual achievements as derived from the traditional formative examination. [1]
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
自引率
0.00%
发文量
0
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信