Artikel
Use of online teaching resources and predictors of medical student performance in a virtual curriculum: a prospective study
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Autoren
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Michelle Seer
- University Hospital Bonn, Institute of Medical Education, Bonn, Deutschland
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Charlotte Kampsen
- Göttingen University Medical Centre, Department of Cardiology and Pneumology, Göttingen, Deutschland
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Tim Becker
- Göttingen University Medical Centre, Division of Medical Education, Göttingen, Deutschland
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Sebastian Hobert
- University of Göttingen, Division of Application Systems and E-Business, Göttingen, Deutschland; University of Göttingen, Campus Institute Data Science, Göttingen, Deutschland
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Sven Anders
- University Medical Centre Hamburg-Eppendorf, Department of Legal Medicine, Hamburg, Deutschland
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Tobias Raupach
- University Hospital Bonn, Institute of Medical Education, Bonn, Deutschland; Göttingen University Medical Centre, Department of Cardiology and Pneumology, Göttingen, Deutschland
| Veröffentlicht: | 14. September 2022 |
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Gliederung
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Objective: 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 online resources to learning outcome and examining predictors of failure.
Method: 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 online tasks was associated with superior performance compared to delayed completion. Female students scored significantly fewer points in formative key feature examinations and online 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.
Discussion: 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 an online-only curriculum disadvantages female students.
