Advantages and disadvantages of the virtual teaching modality perceived by the students in an introduction to clinical medicine course of a school of medicine in Lima, Peru
DOI:
https://doi.org/10.20453/rmh.v35i1.5291Keywords:
Physical Examination, Coronavirus Infections, Education, Distance, Medical History Taking.Abstract
The COVID-19 pandemic forced the school of medicines to opt for a virtual teaching modality due to the suspension of face-to-face activities imposed by the lockdown. Objective: To determine the advantages and disadvantages of the virtual teaching modality perceived by the students in an introduction to clinical medicine course of a school of medicine in Lima, Peru. Methods: A virtual non-validated survey was circulated among fourth year medical students. Results: 94 studentes answered the survey (51%). Perceived advantages were to have more time to study (57.4%) and saving time in transportation (39.4%). The disadvantages were lack of contact with real patients (42.6%) and not to be able to obtain a clinical history from patients (39.4%). The 72.3% of students were able to identify the medical problems of patients, but only 24.4% were able to obtain an adequate clinical history and just 9.6% performed an adequate physical examination. Conclusion: The virtual teaching modality allowed the student to have more time for self-study but limited their abilities to obtain a clinical history and to perform a physical examination.
References
Worldometer. Coronavirus Cases [Internet]. Worldometer. 2020 [citado el 19 de septiembre de 2020]. p. 1–22. Disponible en: https://www.worldometers.info/coronavirus/
Covid 19 en el Perú - Ministerio de Salud [Internet]. [citado el 19 de septiembre de 2020]. Disponible en: https://covid19.minsa.gob.pe/sala_situacional.asp
School closures caused by Coronavirus (Covid-19) [Internet]. [citado el 19 de septiembre de 2020]. Disponible en: https://en.unesco.org/covid19/educationresponse
Woolliscroft JO. Innovation in Response to the COVID-19 Pandemic Crisis. Acad Med. 2020 Aug; 95(8):1140-1142. doi: 10.1097/ACM.0000000000003402.
Important Guidance for Medical Students on Clinical Rotations During the Coronavirus (COVID-19) Outbreak | AAMC [Internet]. [citado el 19 de septiembre de 2020]. Disponible en: https://www.aamc.org/news-insights/press-releases/important-guidance-medical-students-clinical-rotations-during-coronavirus-covid-19-outbreak
Rose S. Medical Student Education in the Time of COVID-19. JAMA [Internet]. 2 de junio de 2020 [citado el 19 de septiembre de 2020]; 323(21):2131–2. doi: 10.1001/jama.2020.5227
Dedeilia A, Sotiropoulos MG, Hanrahan JG, Janga D, Dedeilias P, Sideris M. Medical and surgical education challenges and innovations in the COVID-19 era: A systematic review. In Vivo. 2020; 34:1603–11. doi: 10.21873/invivo.11950
Koller D. Death Knell for the Lecture: Technology as a Passport to Personalized Education Ph.D. in Philosophy. New York Times. 2011;(December):6–8. Disponible en: https://www.nytimes.com/2011/12/06/science/daphne-koller-technology-as-a-passport-to-personalized-education.html
García Aretio L. Educación a distancia y virtual: calidad, disrupción, aprendizajes adaptativos y móviles. RIED-Revista Iberoamericana de Educación a Distancia [Internet]. 2017; 20(2):9-25. Disponible en: https://www.redalyc.org/articulo.oa?id=331453132001
Gutiérrez Sierra M, Llosa Isenrich MPL. El programa de medicina en la Universidad Peruana Cayetano Heredia. Rev Peru Med Exp Salud Publica. 2014; 31(3):582–7.
Coronavirus: medidas para los centros de educación superior | Gobierno del Perú [Internet]. [citado el 21 de septiembre de 2020]. Disponible en: https://www.gob.pe/8743-coronavirus-medidas-para-los-centros-de-educacion-superior
Lecarnaqué C, Del Castillo JC, Gonzales M, Guillén-López OB. Ventajas y desventajas de la modalidad virtual de enseñanza-aprendizaje en un curso de semiología en una facultad de medicina de Lima-Perú. En: Libro de resúmenes VI Congreso Internacional de Educación Médica (CIEM) 2021. [citado el 08 de junio de 2023]. Disponible en: https://www.aspefam.org.pe/ciem2021/libro_resumenes_ciem2021.pdf
Almahasees Z, Mohsen K, Amin MO. Faculty’s and Students’ Perceptions of Online Learning During COVID-19. Front Educ. 2021 May 12; 6:119. doi: 10.3389/feduc.2021.638470
Muthuprasad T, Aiswarya S, Aditya KS, Jha GK. Students’ perception and preference for online education in India during COVID -19 pandemic. Soc Sci Humanities Open. 2021 Jan 1;3(1):100101. doi: 10.1016/j.ssaho.2020.100101
Rhim HC, Han H. Teaching online: foundational concepts of online learning and practical guidelines. Korean J Med Educ [Internet]. 2020 Sep 1 [citado 16 de junio de 2022]; 32(3):175–83. Disponible en: https://www.kjme.kr/journal/view.php?doi=10.3946/kjme.2020.171
Instituto de información estadística y geográfica de Jalisco. Encuesta del uso del tiempo de estudiantes universitarios – IIEG. [Internet] [citado el 6 de Junio, 2022]. Disponible en: https://iieg.gob.mx/ns/?page_id=6971
Vicente C, Diez M. Covid y la educación no presencial: aportes desde el proceso de enseñanza y aprendizaje en la carrera de diseño industrial de una universidad de Lima. B&N [Internet]. 1 de enero de 2021 [citado 7 de junio, 2022];11(1):199 -218. Disponible en: https://revistas.pucp.edu.pe/index.php/enblancoynegro/article/view/23202
Sindiani AM, Obeidat N, Alshdaifat E, Elsalem L, Alwani MM, Rawashdeh H, Fares AS, Alalawne T, Tawalbeh LI. Distance education during the COVID-19 outbreak: A cross-sectional study among medical students in North of Jordan. Ann Med Surg (Lond). 2020 Nov; 59:186-194. doi: 10.1016/j.amsu.2020.09.036.
van der Hoeven D, Finnerty G Jr, Halpin R. Converting an in-person case-based small group discussion course to a virtual platform [published online ahead of print, 2020 Jun 26]. J Dent Educ. 2020; 10.1002/jdd.12292. doi:10.1002/jdd.12292
Graves JM, Abshire DA, Amiri S, Mackelprang JL. Disparities in Technology and Broadband Internet Access Across Rurality: Implications for Health and Education. Fam Community Health. 2021 Oct-Dec 01; 44(4):257-265. doi: 10.1097/FCH.0000000000000306
Spicer JO, Nguyen TT, Arnold MW, Anderson T, Khalife R. A Faculty Development Workshop for Planning and Implementing Interactive Virtual Case-Based Teaching. MedEdPORTAL. 2021 Mar 17; 17:11126. doi:10.15766/mep_2374-8265.11126
Zeldin ER, Charles SC, Tumin D, Lawson L, Faulk C, Norbury JW. Impact of a Hybrid-Virtual Teaching Model on the Physical Examination Skills of Fourth-Year Medical Students. Am J Phys Med Rehabil. 2022 Oct 1;101(10):960-964. doi: 10.1097/PHM.0000000000002032.
Pando VF. Tendencias didácticas de la educación virtual: Un enfoque interpretativo. Propós represent. [Internet]. 6 de enero de 2018 [citado 4 de junio de 2022]; 6(1):463-505. Disponible en: https://revistas.usil.edu.pe/index.php/pyr/article/view/167
Estrada Araoz EG, Gallegos Ramos NA, Puma Sacsi MÁ. Percepción de los estudiantes universitarios sobre la educación virtual durante la pandemia de COVID-19. Rev San Gregor. [Internet]. 2022 [citado 10 de junio del 2022]; 1(49):74–89. Disponible en: http://scielo.senescyt.gob.ec/scielo.php?script=sci_arttext&pid=S2528-79072022000100074&lng=pt&nrm=iso&tlng=es
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 César G. Lecarnaqué Rojas , José C. Del Castillo Miranda , Mauricio Gonzales Nacarino , Otto Barnaby Guillén-López
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors assign their rights to the RMH so that may disseminate the article through the means at their disposal. The journal will provide forms of affidavit of authorship and authorization for the publication of the article, which shall be submitted with the manuscript. Authors retain the right to share, copy, distribute, perform and publicly communicate their article, or part of it, mentioning the original publication in the journal.
