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1860800042075422720
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INTELEK Repository
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Online Access
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https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072
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| date |
2020-10-02 09:36:11
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Restricted Document
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| id |
8413
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UniSZA
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1806-01-FH03-FP-20-42693.pdf
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Adobe InDesign 14.0 (Windows)
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oai_dc
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https://intelek.unisza.edu.my/intelek/pages/view.php?ref=8413
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8413 https://intelek.unisza.edu.my/intelek/pages/view.php?ref=8413 https://intelek.unisza.edu.my/intelek/pages/search.php?search=!collection407072 Restricted Document Conference Conference Paper application/pdf 1.6 Adobe Acrobat Pro DC 20 Paper Capture Plug-in 36 Adobe InDesign 14.0 (Windows) 2020-10-02 09:36:11 xmp.id:188a8166-d088-374e-a5b8-f5ece574a7a6 1806-01-FH03-FP-20-42693.pdf UniSZA Private Access Remote teaching in medical education during COVID-19: successful story from Terengganu Introduction: The best books for medical students are their patients at the bedside. However, COVID-19 pandemic already changed the educational landscape from traditional methods to the virtual classroom. Movement control order (MCO) has made teaching and learning in the hospital, clinical skills laboratory, and tutorial suspended. Methodology: We at Faculty of Medicine, Universiti Sultan Zainal Abidin, conducted novel remote teaching methods such as webinars and Moodle learning management systems (LMS) were used to replace traditional medical teaching during the COVID-19 pandemic. We organized webinars for certain topics including anesthesiology and family medicine. These were viewed via WebEx and included medical topics and clinical scenario discussions. Medical webinars were recorded and uploaded to the WhatsApp group. Notes and clinical scenario discussions were uploaded in Moodle LMS, Knowledge, and E-learning Integrated Platform (KeLIP) UniSZA. Results: 32 webinars were organized by us with 448 attendees in total. 12 webinars were uploaded to the WhatsApp group, 12 lecture notes, and 28 clinical scenario discussions were uploaded to KeLIP, a Moodle LMS. 100% of students said they have a chance to ask, 7% had better interaction with lecturers, and 14% had equal quality interaction compare with physical classes. 70% of students prefer physical classes when involving clinical skills. Conclusion: Remote teaching is useful for teaching theory; attendees can watch anywhere, easily recorded for later viewing, no room bookings, and no need for social distancing. However, the main disadvantage of note for airway and anesthetics skills is the inability to obtain hands-on practice. We feel virtual teaching provides continuing teaching and learning during a pandemic crisis. 16 4th International Conference On Health Professions Education (ICHPE) 2020
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| spellingShingle |
Remote teaching in medical education during COVID-19: successful story from Terengganu
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| summary |
Introduction: The best books for medical students are their patients at the bedside. However, COVID-19 pandemic already changed the educational landscape from traditional methods to the virtual classroom. Movement control order (MCO) has made teaching and learning in the hospital, clinical skills laboratory, and tutorial suspended. Methodology: We at Faculty of Medicine, Universiti Sultan Zainal Abidin, conducted novel remote teaching methods such as webinars and Moodle learning management systems (LMS) were used to replace traditional medical teaching during the COVID-19 pandemic. We organized webinars for certain topics including anesthesiology and family medicine. These were viewed via WebEx and included medical topics and clinical scenario discussions. Medical webinars were recorded and uploaded to the WhatsApp group. Notes and clinical scenario discussions were uploaded in Moodle LMS, Knowledge, and E-learning Integrated Platform (KeLIP) UniSZA. Results: 32 webinars were organized by us with 448 attendees in total. 12 webinars were uploaded to the WhatsApp group, 12 lecture notes, and 28 clinical scenario discussions were uploaded to KeLIP, a Moodle LMS. 100% of students said they have a chance to ask, 7% had better interaction with lecturers, and 14% had equal quality interaction compare with physical classes. 70% of students prefer physical classes when involving clinical skills. Conclusion: Remote teaching is useful for teaching theory; attendees can watch anywhere, easily recorded for later viewing, no room bookings, and no need for social distancing. However, the main disadvantage of note for airway and anesthetics skills is the inability to obtain hands-on practice. We feel virtual teaching provides continuing teaching and learning during a pandemic crisis.
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| title |
Remote teaching in medical education during COVID-19: successful story from Terengganu
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| title_full |
Remote teaching in medical education during COVID-19: successful story from Terengganu
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| title_fullStr |
Remote teaching in medical education during COVID-19: successful story from Terengganu
|
| title_full_unstemmed |
Remote teaching in medical education during COVID-19: successful story from Terengganu
|
| title_short |
Remote teaching in medical education during COVID-19: successful story from Terengganu
|
| title_sort |
remote teaching in medical education during covid-19: successful story from terengganu
|