An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown
Abstract
:1. Introduction
2. Subjects and Methods
2.1. Undergraduate Medical Program at UiB
2.2. Setting and Application
2.3. Sample Size Determination
2.4. Questionnaire
2.5. Statistical Analysis
3. Results
3.1. Quantitative Response Data
3.2. Quality of Digital Education Media
3.3. Teaching of Clinical Skills and Hands-on Education
3.4. Student Experience of Own Learning Output
3.5. Student Feedback on How to Improve Digital Education
4. Discussion
5. Conclusions
Author Contributions
Funding
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Acknowledgments
Conflicts of Interest
References
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Categories | Examples |
---|---|
General situation | How has your living situation been during the COVID-19 pandemic? |
Teaching | On a scale of 1–5: How would you rate the quality of PowerPoint with sound? |
Your own learning experience | My experience of learning output has been the same as during a normal semester |
Exam | I am satisfied with my own achievement on my exam this semester |
Digital education as a whole | What I enjoyed most about digital education was |
Year | Semester a | Distribution in Study Population | Response Rate for Each Term |
---|---|---|---|
6th year | MED12 | 39 (17%) | 49% |
MED11 | 9 (8%) | 13% | |
5th year | MED10 | 11 (5%) | 14% |
MED9 | 13 (6%) | 18% | |
4th year | MED8 | 36 (16%) | 44% |
MED7 | 17 (7%) | 20% | |
3rd year | MED6 | 25 (11%) | 15% |
2nd year | MED4 | 24 (10%) | 15% |
1st year | MED2 | 46 (20%) | 27% |
Pros | Cons |
---|---|
Increased opportunity to structure your own studies (67%) | Reduced possibility for socializing with fellow students (35%) |
Increased time efficiency (15%) | Less day-to-day structure (17%) |
Being able to decide time and place for study (9%) | Lessons deviating from the original timetable and/or being cancelled (14%) |
Being more comfortable asking questions during lessons (8%) | Insufficient technical abilities in educators (11%) |
Increased availability of lessons (2%) | A general feeling of distance to educator (10%) |
Proposals on How to Improve Digital Education | Number of Students | |
---|---|---|
What should the teacher do to improve digital education? | Take advantage of opportunities for interactive teaching | 44 (22.9%) |
Familiarize yourself with technical aids before the lesson | 39 (20.3%) | |
Ensure that students still get their 15-min breaks between lessons | 24 (12.5%) | |
Ensure that students may still ask questions, despite the lecture being a prerecorded video | 19 (9.9%) | |
Be sure to record and publish live video lectures | 15 (7.8%) | |
What should the university/faculty do to improve digital education? | Ensure proper education in the use of digital media for educators | 61 (35.5%) |
Try to prevent large deviations in scheduled education, and ensure that all teaching receive a digital substitute | 46 (26.7%) | |
Ensure that information reach the students by establishing a common system for information | 23 (13.4%) | |
Record and publish all live video lectures | 23 (13.4%) | |
Optimize video and sound quality | 19 (11.0%) |
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Helland, H.K.; Tylleskär, T.; Kvernenes, M.; Reikvam, H. An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown. Healthcare 2022, 10, 170. https://doi.org/10.3390/healthcare10010170
Helland HK, Tylleskär T, Kvernenes M, Reikvam H. An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown. Healthcare. 2022; 10(1):170. https://doi.org/10.3390/healthcare10010170
Chicago/Turabian StyleHelland, Henriette K., Thorkild Tylleskär, Monika Kvernenes, and Håkon Reikvam. 2022. "An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown" Healthcare 10, no. 1: 170. https://doi.org/10.3390/healthcare10010170
APA StyleHelland, H. K., Tylleskär, T., Kvernenes, M., & Reikvam, H. (2022). An Abrupt Transition to Digital Teaching—Norwegian Medical Students and Their Experiences of Learning Output during the Initial Phase of the COVID-19 Lockdown. Healthcare, 10(1), 170. https://doi.org/10.3390/healthcare10010170