ArticleBMC medical education2022
Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic.
Article in BMC medical education, 2022. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers, 1 of them a synthesis that pooled it.
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Who cites it
10 citing papers in PubMed, 1 synthesis or guideline pooled it, 20 citations in OpenAlex.
- Revealing the impact of teaching methods on anxiety among college students through a bibliometric study.Frontiers in psychology · 2025Pooled it
- RadiSurg-Need of Implementation of an Interdisciplinary Surgical-Based Radiological Anatomy Course.Medical science educator · 2025Article
- Comparison of face-to-face teaching and online teaching in neurosurgery education for medical students.BMC medical education · 2025Article
- Implementing a Social Presence-Based Teaching Strategy in Online Lecture Learning.European journal of investigation in health, psychology and education · 2024Article
- Impact of an Online Curriculum on Trainee Learning during a Pediatric Pulmonary Elective.ATS scholar · 2024Article
- Linking the choice of the class format and preclass learning experiences sheds light on a step further in blended medical education.Medical education online · 2023Article
- Student academic performance in non-lecture physiology topics following the abrupt change from traditional on-site teaching to online teaching during COVID-19 pandemic.Medical education online · 2023Article
- Innovations in teaching during the COVID-19 pandemic: comparisons of the impacts of different teaching approaches in psychiatric nursing on undergraduate nursing students.BMC medical education · 2023Article
- Asynchronous online learning as a key tool to adapt to new educational needs in radiology during the COVID-19 pandemic.Medical education online · 2022Article
- Academic Performance in Medical Education During the COVID-19 Pandemic: A Scoping Review.Advances in medical education and practice · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
9 authors at 1 institution in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundAsynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the effectiveness and students' attitudes towards this method under this special circumstance have not been exclusively studied. Hence, we aimed to evaluate these aspects of cardiovascular physiology teaching in an undergraduate medical curriculum.
methodsWe analysed and compared the academic achievement and attitudes of 613 medical students on cardiovascular physiology between pre-COVID-19 and COVID-19 years in which different teaching methods were implemented. In addition, we also explored the importance of teaching methods and teachers by subgroup analysis to evaluate whether they influenced the academic achievement and attitudes of students.
resultsOverall students' academic achievement was significantly higher when lectures were taught by the traditional method than by the asynchronous online method. Moreover, subgroup analysis revealed that teachers were also a factor influencing students' academic achievement. Although most students had positive attitudes towards asynchronous online lectures, overall satisfaction was slightly higher when all lectures were taught by the traditional method than by the asynchronous online method.
conclusionsAsynchronous online lectures might not be an effective teaching method especially during the abrupt change in education. Under the 'new normal' medical education, not only teaching methods but also teachers are the essential keys to the success in academic achievement and attitudes of undergraduate medical students.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.