Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept

European journal of investigation in health psychology and education

article

Christopher Holzmann-Littig¹  Nana Jedlicska¹  Marjo Wijnen-Meijer¹  Friederike Liesche-Starnecker³  Karen Schmidt-Bäse¹  Lutz Renders²  Katja Weimann¹  Björn Konukiewitz⁴  Jürgen Schlegel⁵ 

[1] TUM Medical Education Center, School of Medicine, Technical University of Munich;Department of Nephrology, Klinikum rechts der Isar, School of Medicine, Technical University of Munich;Pathology, Medical Faculty, University of Augsburg;Institute of Pathology, University Hospital Schleswig-Holstein ,(UKSH), Campus Kiel;Institute of Pathology, School of Medicine, Technical University of Munich

关键词: remote education;    pathology;    flipped classroom;    medical education;    e-learning;    COVID-19;   

DOI  :  10.3390/ejihpe13010008

来源: mdpi

【 摘 要 】

Background: Around the world, the emergency brought about by the COVID-19 pandemic forced medical schools to create numerous e-learning supplements to provide instruction during this crisis. The question now is to determine a way in which to capitalize on this momentum of digitization and harness the medical e-learning content created for the future. We have analyzed the transition of a pathology course to an emergency remote education online course and, in the second step, applied a flipped classroom approach including research skills training. Methods: In the summer semester of 2020, the pathology course at the Technical University of Munich was completely converted to an asynchronous online course. Its content was adapted in winter 2021 and incorporated into a flipped classroom concept in which research skills were taught at the same time. Results: Screencasts and lecture recordings were the most popular asynchronous teaching formats. Students reported developing a higher interest in pathology and research through group work. The amount of content was very challenging for some students. Conclusion: Flipped classroom formats are a viable option when using pre-existing content. We recommend checking such content for technical and didactic quality and optimizing it if necessary. Content on research skills can be combined very well with clinical teaching content.

【 授权许可】

Unknown