ArticleBMC medical education2024
Impact of the Covid-19 pandemic and ensuing online teaching on pre-clinical medical education.
Article in BMC medical education, 2024. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 10 papers.
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Who cites it
10 citing papers in PubMed, 21 citations in OpenAlex.
- Exploring the Feasibility of an Examiner-Worn Neck-Mounted Camera for Objective Structured Clinical Examination Assessment: Pilot Feasibility Study.JMIR medical education · 2026Article
- Clustering of students in pre-clinical medical education and identification of academic performance profiles: does online education work for all medical students?BMC medical education · 2026Article
- Finding the right words: A skills-based curriculum using verbal procedures to address implicit bias in clinical encounters.Patient education and counseling · 2025Article
- Enduring Effects of the COVID-19 Pandemic on the Mental Health of Physicians in Pakistan: A Mixed-Methods Study.Healthcare (Basel, Switzerland) · 2025Article
- Do we have a lost generation of junior doctors: Effects of the COVID-19 pandemic on junior doctors' resilience status, medical knowledge and medical skills.BMC medical education · 2025Article
- Metaverse technologies in acute care medical education: A scoping review.AEM education and training · 2025Article
- Prevention strategies against academic burnout: the perspective of Romanian health sciences students in the aftermath of the COVID-19 pandemic.Frontiers in psychology · 2025Article
- Impact of COVID-19 on the awareness and interest in infectious disease specialization among Japanese medical students.PloS one · 2025Article
- Medical Education Challenges in the Era of Internationalization and Digitization.Journal of Korean medical science · 2024Review
- Hybrid teaching after COVID-19: advantages, challenges and optimization strategies.BMC medical education · 2024Article
Corrections and comments
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Authors and funding
3 authors at 3 institutions in 1 country.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundMajor disruptions and changes in education have occurred worldwide as a result of the coronavirus disease (COVID-19) pandemic and the ensuing shift from in-person to online education. However, the effect of such changes on medical education, its magnitude, and the learning domains impacted by such rapid changes have not been adequately addressed, particularly with regard to objective assessment approaches.
methodsSecond-year medical students enrolled in our Medical English Course between 2019 and 2021 were recruited from Hokkaido University, Japan (N = 321) to participate in this study. We evaluated the potential impact of teaching styles on the academic performance of students before (2019; face-to-face) and during (2020; online; 2021; in-person and online) the pandemic. We examined the potential effect of three teaching styles--in-person (2019), online (2020), and a combination of these (2021) on the academic performance of medical students using: (i) subjective assessment of self-reported general English skills, including reading, writing, listening, and speaking; and (ii) objective assessment of medical terminology scores, evidence-based medicine (EBM) skills, and final written exam scores.
resultsIn-person education significantly improved listening and speaking skills in 2019 (p < 0.001). This trend was observed for writing skills in an online course in 2020 (p = 0.001). With the combined teaching method, students reported significant improvements in all four English skills. In our objective assessments, medical terminology improved significantly post-test versus pre-test for all three teaching styles, and we found that the online course did not adversely affect the gain in medical terminology knowledge during the course. Additionally, we did not find any significant differences across the three applied teaching styles regarding EBM skill levels. It is noteworthy that the students taking online courses had a significantly higher final exam score (mean ± SD; 82.8 ± 8.2) than in in-person (78.6 ± 8.8) and combined (79.7 ± 12.1) teaching styles.
conclusionsIn our study, the online/combined courses showed better academic outcomes compared to the face-to-face course in the preclinical clerkship. Although the current results need to be replicated on a larger scale, online/combined courses can continue and evolve in the post-pandemic education of medical students. Medical schools and institutions should consider incorporating such courses, especially combined courses, into their curricula in the future to improve the effectiveness, accessibility, and flexibility of medical education.
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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.