Background:

The COVID-19 pandemic has forced medical schools to suspend on-campus live-sessions and shift to distance-learning (DL). This precipitous shift presented medical educators with a challenge, ‘to create a “simulacrum” of the learning environment that students experience in classroom, in DL’. This requires the design of an adaptable and versatile DL-framework bearing in mind the theoretical underpinnings associated with DL. Additionally, effectiveness of such a DL-framework in content-delivery followed by its evaluation at the user-level, and in cognitive development needs to be pursued such that medical educators can be convinced to effectively adopt the framework in a competency-based medical programme.

Main:

In this study, we define a DL-framework that provides a ‘simulacrum’ of classroom experience. The framework’s blueprint was designed amalgamating principles of: Garrison’s community inquiry, Siemens’ connectivism and Harasim’s online-collaborative-learning; and improved using Anderson’s DL-model. Effectiveness of the DL-framework in course delivery was demonstrated using the exemplar of fundamentals in epidemiology and biostatistics (FEB) course during COVID-19 lockdown. Virtual live-sessions integrated in the framework employed a blended-approach informed by instructional-design strategies of Gagne and Peyton. The efficiency of the framework was evaluated using first 2 levels of Kirkpatrick’s framework. Of 60 students, 51 (85%) responded to the survey assessing perception towards DL (Kirkpatrick’s Level 1). The survey-items, validated using exploratory factor analysis, were classified into 4-categories: computer expertise; DL-flexibility; DL-usefulness; and DL-satisfaction. The overall perception for the 4 categories, highlighted respondents’ overall satisfaction with the framework. Scores for specific survey-items attested that the framework promoted collaborative-learning and student-autonomy. For, Kirkpatrick’s Level 2 that is, cognitive-development, performance in FEB’s summative-assessment of students experiencing DL was compared with students taught using traditional methods. Similar, mean-scores for both groups indicated that shift to DL didn’t have an adverse effect on students’ learning.

Conclusion:

In conclusion, we present here the design, implementation and evaluation of a DL-framework, which is an efficient pedagogical approach, pertinent for medical schools to adopt (elaborated using Bourdieu’s Theory of Practice) to address students’ learning trajectories during unprecedented times such as that during the COVID-19 pandemia.

中文翻译：

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在 COVID-19 大流行期间加快医学教育的远程学习框架的设计、实施和评估：概念验证研究

背景：

COVID-19 大流行已迫使医学院暂停校园直播课程并转向远程学习 (DL)。这种急剧的转变给医学教育者带来了挑战，“创造一个学生在课堂上体验的学习环境的“模拟物”，在 DL 中。这需要设计一个适应性强且通用的 DL 框架，同时牢记与 DL 相关的理论基础。此外，需要追求这种 DL 框架在内容交付及其在用户级别的评估以及认知发展方面的有效性，以便可以说服医学教育者在基于能力的医学计划中有效地采用该框架.

主要的：

在这项研究中，我们定义了一个 DL 框架，它提供了一个 ' simulacrum'的课堂经验。该框架的蓝图是结合以下原则设计的：Garrison 的社区调查、Siemens 的连接主义和 Harasim 的在线协作学习；并使用 Anderson 的 DL 模型进行了改进。在 COVID-19 锁定期间，使用流行病学和生物统计学 (FEB) 课程的基础范例证明了 DL 框架在课程交付中的有效性。集成在框架中的虚拟实时会话采用混合方法，由 Gagne 和 Peyton 的教学设计策略提供信息。使用 Kirkpatrick 框架的前 2 个级别来评估框架的效率。在 60 名学生中，51 名 (85%) 对评估对 DL 的看法（柯克帕特里克 1 级）的调查做出了回应。使用探索性因素分析验证的调查项目分为 4 类：计算机专业知识；DL-灵活性；DL-有用性；和DL-满意度。对 4 个类别的总体看法突出了受访者对该框架的总体满意度。特定调查项目的分数证明该框架促进了协作学习和学生自主权。因为，柯克帕特里克的 2 级，即认知发展，在 FEB 对体验 DL 的学生的总结性评估中的表现与使用传统方法教授的学生进行了比较。同样，两组的平均分数表明，转向深度学习不会对学生的学习产生不利影响。特定调查项目的分数证明该框架促进了协作学习和学生自主权。因为，柯克帕特里克的 2 级，即认知发展，在 FEB 对体验 DL 的学生的总结性评估中的表现与使用传统方法教授的学生进行了比较。同样，两组的平均分数表明，转向深度学习不会对学生的学习产生不利影响。特定调查项目的分数证明该框架促进了协作学习和学生自主权。因为，柯克帕特里克的 2 级，即认知发展，在 FEB 对体验 DL 的学生的总结性评估中的表现与使用传统方法教授的学生进行了比较。同样，两组的平均分数表明，转向深度学习不会对学生的学习产生不利影响。

结论：

总之，我们在这里介绍了 DL 框架的设计、实施和评估，这是一种有效的教学方法，适合医学院采用（使用布迪厄的实践理论详细阐述）来解决学生在前所未有的时期的学习轨迹，例如在 COVID-19 大流行期间。