Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic
Background Asynchronous 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 evalu...
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| Vydáno v: | BMC medical education Ročník 22; číslo 1; s. 162 - 9 |
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| Hlavní autoři: | , , , , , , , , |
| Médium: | Journal Article |
| Jazyk: | angličtina |
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London
BioMed Central
09.03.2022
BioMed Central Ltd BMC |
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| ISSN: | 1472-6920, 1472-6920 |
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| Abstract | Background
Asynchronous 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.
Methods
We 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.
Results
Overall 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.
Conclusions
Asynchronous 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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| AbstractList | Asynchronous 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.
We 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.
Overall 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.
Asynchronous 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. Asynchronous 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. We 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. Overall 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. Asynchronous 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. Asynchronous 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.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.We 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.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.Overall 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.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.Asynchronous 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.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. Background Asynchronous 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. Methods We 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. Results Overall 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. Conclusions Asynchronous 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. Keywords: Asynchronous online lecture, Traditional lecture, Academic performance, Attitude, Undergraduate medical education Background Asynchronous 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. Methods We 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. Results Overall 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. Conclusions Asynchronous 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. Abstract Background Asynchronous 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. Methods We 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. Results Overall 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. Conclusions Asynchronous 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. |
| ArticleNumber | 162 |
| Audience | Academic |
| Author | Thanprasertsuk, Sekh Vivatvakin, Sarocha Burana, Chuti Chayanupatkul, Maneerat Wangsaturaka, Danai Kulaputana, Onanong Kositanurit, Weerapat Kaikaew, Kasiphak Varachotisate, Pachara |
| Author_xml | – sequence: 1 givenname: Weerapat surname: Kositanurit fullname: Kositanurit, Weerapat organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University – sequence: 2 givenname: Sarocha surname: Vivatvakin fullname: Vivatvakin, Sarocha organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University – sequence: 3 givenname: Kasiphak surname: Kaikaew fullname: Kaikaew, Kasiphak organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University – sequence: 4 givenname: Pachara surname: Varachotisate fullname: Varachotisate, Pachara organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University – sequence: 5 givenname: Chuti surname: Burana fullname: Burana, Chuti organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University – sequence: 6 givenname: Maneerat surname: Chayanupatkul fullname: Chayanupatkul, Maneerat organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University – sequence: 7 givenname: Sekh surname: Thanprasertsuk fullname: Thanprasertsuk, Sekh organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University – sequence: 8 givenname: Danai surname: Wangsaturaka fullname: Wangsaturaka, Danai organization: Department of Pharmacology, Faculty of Medicine, Chulalongkorn University, Division of Academic Affairs, Faculty of Medicine, Chulalongkorn University – sequence: 9 givenname: Onanong surname: Kulaputana fullname: Kulaputana, Onanong email: onanong.k@chula.ac.th organization: Department of Physiology, Faculty of Medicine, Chulalongkorn University |
| BackLink | https://www.ncbi.nlm.nih.gov/pubmed/35264176$$D View this record in MEDLINE/PubMed |
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| Keywords | Undergraduate medical education Asynchronous online lecture Attitude Academic performance Traditional lecture |
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Asynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the... Asynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the effectiveness and... Background Asynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the... Abstract Background Asynchronous online lecture has become a common teaching method in medical education, especially during the COVID-19 pandemic. However, the... |
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| SubjectTerms | Academic performance Analysis Asynchronous online lecture Attitude Cardiovascular Physiological Phenomena COVID-19 - epidemiology Curricula Education Humans Lecture method in teaching Medical Education Methods Pandemics SARS-CoV-2 Students, Medical Teaching Technology application Theory of Medicine/Bioethics Traditional lecture Undergraduate medical education |
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| Title | Asynchronous online lecture may not be an effective method in teaching cardiovascular physiology during the COVID-19 pandemic |
| URI | https://link.springer.com/article/10.1186/s12909-022-03217-w https://www.ncbi.nlm.nih.gov/pubmed/35264176 https://www.proquest.com/docview/2638022025 https://pubmed.ncbi.nlm.nih.gov/PMC8905559 https://doaj.org/article/421c3a4b67704ce08667740ac30428e2 |
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