Evidence map›Paper›PMID 37993866›Full record

ArticleBMC medical education2023

Innovations in online classes introduced during the COVID-19 pandemic and their educational outcomes in Japan.

Kyoko Yamamoto, Kumiko Akiyoshi, Hidekazu Kondo, Hidefumi Akioka, Yasushi Teshima, Kunio Yufu, Naohiko Takahashi, Mikiko Nakagawa

Abstract read
PubMed Full text at PMC Publisher
In one paragraph

Article in BMC medical education, 2023. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 3 papers, 1 of them a synthesis that pooled it.

0numbers the graph read from it
0cells of the map it votes in
3citing papers in PubMed, 1 pooled it
–field-weighted citation impact
1 · What the graph read from it

What it found

Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.

The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.

2 · The registry

The trial behind it

Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.

Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.

3 · Its place in the literature

Who cites it

3 citing papers in PubMed, 1 synthesis or guideline pooled it.

  1. Pooled it
  2. Article
  3. Article
4 · The record

Corrections and comments

PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.

5 · Who and what money

Authors and funding

8 authors.

Kyoko Yamamoto *Medical Education Center, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan.
Kumiko Akiyoshi *Medical Education Center, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan.
Hidekazu KondoDepartment of Cardiology and Clinical Examination and Diagnosis, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan.
Hidefumi AkiokaDepartment of Cardiology and Clinical Examination and Diagnosis, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan.
Yasushi TeshimaDepartment of Cardiology and Clinical Examination and Diagnosis, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan.
Kunio YufuDepartment of Cardiology and Clinical Examination and Diagnosis, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan.
Naohiko TakahashiDepartment of Cardiology and Clinical Examination and Diagnosis, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan.
Mikiko NakagawaMedical Education Center, Faculty of Medicine, Oita University, 1-1, Idaigaoka, Hsama-Machi, Yufu, Oita, 879-5593, Japan. mikinak@oita-u.ac.jp.

Funding

No grant is acknowledged in the PubMed record.

6 · The paper itself

Abstract

backgroundThe novel coronavirus disease (COVID-19) pandemic emerged in Japan in February 2020, forcing the adoption of online education by university medical schools across Japan. The advantages and disadvantages of online education have been studied in Japan; however, the educational outcome of online classes conducted during the COVID-19 pandemic has not been completely evaluated. In this study, we examined the relationship between lecture format (e.g., face-to-face or online) and performance of third-year university students in their organ-specific cardiovascular course examination.

methodsThis retrospective, nonclinical, and noninterventional comparative educational study included 550 third-year medical students who took a cardiovascular course between April 2018 and May 2022. Cardiovascular coursework was conducted in-person in 2018 and 2019, online in 2020 and 2021, and again in-person in 2022. The course comprised 62 lecture and 2 problem-based learning (PBL) sessions. A quiz was set up in advance on Moodle based on all lectures conducted in 2021 and 2022. A written examination was administered at the end of the course to evaluate the knowledge of students. The student online course evaluation questionnaires were administered in 2020 and 2021. Examination scores and proportion of failures in each year were compared.

resultsThe mean examination scores were significantly higher in 2021 and 2022 than in 2018, 2019, and 2020 (p < 0.05). Univariate and multivariate analyses adjusted for the class type, online quiz, and PBL revealed that only online quiz was significantly associated with better examination results (p < 0.05). A student course evaluation survey indicated that the online format did not interfere with the students' learning and was beneficial.

conclusionsThe introduction of online classes into medical education due to the COVID-19 pandemic was as effective as face-to-face classes owing to learning management system and other innovations, such as online quizzes. Online education may confer more benefits when provided in a combination with face-to-face learning after COVID-19 pandemic.

Indexed as

COVID-19Students, MedicalHumansJapanPandemicsRetrospective StudiesSurveys and QuestionnairesClassCOVID-19EducationMedicalOnlinePandemicStudents

Identifiers

PMID37993866
PMCPMC10666336

What OpenQuestion holds

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LicenceCC BY
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Registered trials

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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.