ArticleAnatomical sciences education2022
Shift to emergency remote preclinical medical education amidst the Covid-19 pandemic: A single-institution study.
Article in Anatomical sciences education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 19 papers, 2 of them syntheses that pooled it.
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Who cites it
19 citing papers in PubMed, 2 syntheses or guidelines pooled it.
- The prevalence and risk factors of mental problems in medical students during COVID-19 pandemic: A systematic review and meta-analysis.Journal of affective disorders · 2023Pooled it
- Satisfaction with online education among students, faculty, and parents before and after the COVID-19 outbreak: Evidence from a meta-analysis.Frontiers in psychology · 2023Pooled it
- Introducing virtual microscopy at the University of Ghana during the COVID-19 pandemic-Identifying and overcoming obstacles in a low-resource learning environment.Anatomical sciences education · 2026Article
- Enhancing histology education: Iranian medical students' experience with eHistoLab web-application virtual microscopy.BMC medical education · 2026Article
- Blended and digital approaches in histology and pathology teaching: A scoping review.Anatomical sciences education · 2026Article
- A global overview of anatomical science education and its present and future role in biomedical curricula.Anatomical sciences education · 2026Review
- Influencing factors on the psychosomatic health of medical staff since the normalized stage of COVID-19 in mainland China.European journal of public health · 2024Article
- Integration of Virtual and Traditional Medical Education: Scholarship Pivots from the COVID-19 Pandemic.Plastic and reconstructive surgery. Global open · 2024Article
- COVID-19 Impact on Pathology Education Program in Iran.Iranian journal of pathology · 2024Article
- The impact of COVID-19 on medical students.GMS journal for medical education · 2024Review
- Virtual Versus Light Microscopy Usage among Students: A Systematic Review and Meta-Analytic Evidence in Medical Education.Diagnostics (Basel, Switzerland) · 2023Review
- Teaching Cellular Architecture: The Global Status of Histology Education.Advances in experimental medicine and biology · 2023Article
- The Triple-S framework: ensuring scalable, sustainable, and serviceable practices in educational technology.International journal of educational technology in higher education · 2023Article
- Resilient Coping is More Important Than Previous Virtual Learning Experience: Predicting Pharmacy Student Stress During the COVID-19 Pandemic.Advances in medical education and practice · 2023Article
- Burnout and motivation to study medicine among students during the COVID-19 pandemic.Frontiers in medicine · 2023Article
- Teaching Histology Using Self-Directed Learning Modules (SDLMs) in a Blended Approach.Medical science educator · 2022Article
- Virtual Pathology Education in Medical Schools Worldwide during the COVID-19 Pandemic: Advantages, Challenges Faced, and Perspectives.Diagnostics (Basel, Switzerland) · 2022Review
- Shift to emergency remote preclinical medical education amidst the Covid-19 pandemic: A single-institution study.Anatomical sciences education · 2022Article
- High prevalence of anxiety, depression, and stress among remote learning students during the COVID-19 pandemic: Evidence from a meta-analysis.Frontiers in psychology · 2022Review
Corrections and comments
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Authors and funding
8 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The Covid-19 pandemic disrupted medical education, shifting it towards emergency remote delivery. This cross-sectional study aimed to assess the impact of the pandemic on preclinical medical education and identify predictors of the virtual learning experience and perceived stress. An anonymous survey was delivered electronically to the students of the authors' medical school that attended either histology or pathology. This survey contained two scales, the virtual learning experience (VLE) and the perceived stress scale-10 (PSS-10). A total of 173/255 (68%) responded, showing a positive perception towards the remote delivery of both courses. An exploratory factor analysis was performed on the VLE scale items and four new dimensions were formed: "course quality and learning outcomes", "student motivation", virtual against F2F learning", and "virtual laboratory sessions". The following significant predictors of enhanced VLE, in at least one dimension, were identified: female gender, pathology course, final examination grade >80%, lower perceived stress levels, studying in home country, and holding of another degree before medical school. In addition, the following predictors were significantly associated with higher levels of student perceived stress: female gender, pathology course, studying away from home, and suboptimal internet connection. Notably, the quality of internet connection was significantly associated with the students' final examination performance. Concerning the best mode for future delivery of both courses, most students proposed a blended, rather than an entirely on-campus or online approach. In conclusion, despite its problems, a high-quality remote preclinical medical education was possible in the authors' school and offered tremendous opportunities for future improvement.
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