P-13 Medical student satisfaction in online modified clinical clerkship curriculum during the COVID-19 pandemic.
Author(s):
P M Lashley , NP Sobers , MH Campbell , M Emmanuel , N Greaves , M Gittens-St Hilaire , M Murphy , MAA Majumder
Year of Presentation:
2022
Objective: The COVID-19 pandemic has caused significant disruption to medical education and clinical training. This not only affected delivery of the clinical curriculum but also resulted in stressors which may impede learning. This study aimed to assess the impact of a modified on-line curriculum in selected clinical clerkships in the Faculty of Medical Sciences, UWI, Cave Hill Campus, during the COVID-19 pandemic.
Design and Methods: Fourth and Fifth year medical students completed an online survey in January 2021 covering the following areas: student satisfaction, self-efficacy (Online Learning Self-Efficacy Scale) and perceived effectiveness of online versus face-to-face learning. Students who agreed/strongly agreed to the statement “Overall, I was highly satisfied with the clerkship placement” were classified as satisfied.
Results: 88 of 131 students completed the survey (response rate = 67 %). More than half of students (51%) were satisfied with online clerkship delivery. Fewer than half of students (46%) believed online learning effectively increased their knowledge, compared to 56% for face-to-face learning. Perception of effectiveness of online learning and face-to-face teaching of clinical skills was 18% and 89%, respectively (p < 0.0001). Fewer students perceived online teaching to be effective for developing social competencies (27%) compared to face-to-face instruction (67%) (p < 0.001). Students satisfied with online learning were more likely to be female (OR = 2.6) and older respondents. Mean self-efficacy scores were higher for persons who perceived online teaching to be effective for increasing knowledge, improving clinical skills, and social competencies. Students’ perception of online learning was strongly associated with online selfefficacy.
Conclusion: Students perceived online learning to be least effective for enhancing clinical skills. Students’ perception of effectiveness of online learning was strongly associated with online self-efficacy. Further research to examine how the perception of online delivery impacts student performance in online learning is recommended. Educators have been challenged to design online programmes that facilitate development of clinical and social skills. Understanding medical students’ experiences and identifying unmet needs will help improve clerkship curriculum and support medical students during and after the COVID-19 pandemic.