ArticleHealthcare (Basel, Switzerland)2021
Lessons Learned from Developing Digital Teaching Modules for Medical Student Education in Neurosurgery during the COVID-19 Pandemic.
Article in Healthcare (Basel, Switzerland), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Not yet cited in PubMed.
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Abstract
backgroundThe coronavirus 2019 (COVID-19) pandemic forced students and teachers to rapidly adopt digital education methods. Proper guidance for and refinement of such methods is continuously required. Here, we report on the educational experience students and academic staff at the neurosurgical department of a German university hospital made with digital teaching modules (DTMs) that were newly developed due to the transition to digital teaching during the first year of the COVID-19 pandemic and on the insights gained therefrom.
methodsNine newly created DTMs provided students the option to anonymously evaluate each module by assigning a score from 0 (worst value) to 5 (best value) to it. Access count, evaluation count, average evaluation, number of included (interactive) figures, number of presented cases, number of linked publications, and number of included multiple-choice questions for each DTM were recorded retrospectively. For each DTM, we aimed to correlate access count, evaluation count, and average evaluation with the number of included (interactive) figures, number of presented cases, number of linked publications, and number of included multiple-choice questions. E-mail responses from individual students as to the DTMs were collected. Among students, an anonymous, voluntary online survey regarding the DTMs was conducted.
resultsNumber of figures and average evaluation per DTM were significantly positively correlated (Spearman's
conclusionAs a valuable adjunct in medical student education, DTMs should contain (interactive) figures, illustrative cases, a scoring option, and the option to give individual feedback towards the academic staff.
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