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Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study

BACKGROUND: The coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from cont...

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Autores principales: Seer, Michelle, Kampsen, Charlotte, Becker, Tim, Hobert, Sebastian, Anders, Sven, Raupach, Tobias
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Public Library of Science 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9094546/
https://www.ncbi.nlm.nih.gov/pubmed/35544546
http://dx.doi.org/10.1371/journal.pone.0268331
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author Seer, Michelle
Kampsen, Charlotte
Becker, Tim
Hobert, Sebastian
Anders, Sven
Raupach, Tobias
author_facet Seer, Michelle
Kampsen, Charlotte
Becker, Tim
Hobert, Sebastian
Anders, Sven
Raupach, Tobias
author_sort Seer, Michelle
collection PubMed
description BACKGROUND: The coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from contact to virtual teaching. Specifically, there are no studies linking student use of digital resources to learning outcome and examining predictors of failure. METHODS: Student performance before (winter term 2019/20: contact teaching) and during (summer term 2020: no contact teaching) the pandemic was compared prospectively in a cohort of 162 medical students enrolled in the clinical phase of a five-year undergraduate curriculum. Use of and performance in various digital resources (case-based teaching in a modified flipped classroom approach; formative key feature examinations of clinical reasoning; daily multiple choice quizzes) was recorded in summer 2020. Student scores in summative examinations were compared to examination scores in the previous term. Associations between student characteristics, resource use and summative examination results were used to identify predictors of performance. RESULTS: Not all students made complete use of the digital learning resources provided. Timely completion of tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and digital quizzes. Overall, higher rankings within the student cohort (according to summative exams) in winter term 2019/20 as well as male gender predicted summative exam performance in summer 2020. Scores achieved in the first formative key feature examination predicted summative end-of-module exam scores. CONCLUSIONS: The association between timely completion of tasks as well as early performance in a module and summative exams might help to identify students at risk and offering help early on. The unexpected gender difference requires further study to determine whether the shift to a digital-only curriculum disadvantages female students.
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spelling pubmed-90945462022-05-12 Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study Seer, Michelle Kampsen, Charlotte Becker, Tim Hobert, Sebastian Anders, Sven Raupach, Tobias PLoS One Research Article BACKGROUND: The coronavirus pandemic has led to increased use of digital teaching formats in medical education. A number of studies have assessed student satisfaction with these resources. However, there is a lack of studies investigating changes in student performance following the switch from contact to virtual teaching. Specifically, there are no studies linking student use of digital resources to learning outcome and examining predictors of failure. METHODS: Student performance before (winter term 2019/20: contact teaching) and during (summer term 2020: no contact teaching) the pandemic was compared prospectively in a cohort of 162 medical students enrolled in the clinical phase of a five-year undergraduate curriculum. Use of and performance in various digital resources (case-based teaching in a modified flipped classroom approach; formative key feature examinations of clinical reasoning; daily multiple choice quizzes) was recorded in summer 2020. Student scores in summative examinations were compared to examination scores in the previous term. Associations between student characteristics, resource use and summative examination results were used to identify predictors of performance. RESULTS: Not all students made complete use of the digital learning resources provided. Timely completion of tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and digital quizzes. Overall, higher rankings within the student cohort (according to summative exams) in winter term 2019/20 as well as male gender predicted summative exam performance in summer 2020. Scores achieved in the first formative key feature examination predicted summative end-of-module exam scores. CONCLUSIONS: The association between timely completion of tasks as well as early performance in a module and summative exams might help to identify students at risk and offering help early on. The unexpected gender difference requires further study to determine whether the shift to a digital-only curriculum disadvantages female students. Public Library of Science 2022-05-11 /pmc/articles/PMC9094546/ /pubmed/35544546 http://dx.doi.org/10.1371/journal.pone.0268331 Text en © 2022 Seer et al https://creativecommons.org/licenses/by/4.0/This is an open access article distributed under the terms of the Creative Commons Attribution License (https://creativecommons.org/licenses/by/4.0/) , which permits unrestricted use, distribution, and reproduction in any medium, provided the original author and source are credited.
spellingShingle Research Article
Seer, Michelle
Kampsen, Charlotte
Becker, Tim
Hobert, Sebastian
Anders, Sven
Raupach, Tobias
Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study
title Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study
title_full Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study
title_fullStr Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study
title_full_unstemmed Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study
title_short Use of digital teaching resources and predictors of medical student performance during the pandemic: A prospective study
title_sort use of digital teaching resources and predictors of medical student performance during the pandemic: a prospective study
topic Research Article
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC9094546/
https://www.ncbi.nlm.nih.gov/pubmed/35544546
http://dx.doi.org/10.1371/journal.pone.0268331
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