Empowering medical graduate teaching and learning experiences during pandemic with educational technologies

Mohd Faeiz, Pauzi and Siti Norazlina, Juhari (2020) Empowering medical graduate teaching and learning experiences during pandemic with educational technologies. In: TAYLOR'S 13th Teaching & Learning e-Conference 2020 (TTLC 2020), 14-16 Oct 2020.

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Abstract

The current pandemic not only disrupts the healthcare system but had deliberate implications for the educational institutions, particularly medical schools. Movement control order (MCO) have made teaching and learning in the hospital, clinical skills laboratory and tutorial suspended. So, at Faculty of Medicine, Universiti Sultan Zainal Abidin, novel virtual teaching using synchronous and asynchronous methods were used to replace conventional medical teaching during the COVID-19 pandemic. We organized webinars via Webex for synchronous learning. For asynchronous, we used Moodle learning management system (LMS), called Knowledge and e-learning Integrated Platform (KeLIP) UniSZA. Medical webinars were recorded and uploaded to Telegram group. Lecture notes, short videos on clinical procedures and clinical scenario discussions were uploaded in Moodle LMS. To promote student engagement, we create quiz gamification using Kahoot! to assess their understanding, and integrated augmented reality application via image provided in LMS. At the end of the posting, the eassessment done via LMS platform. Based on quantitative and qualitative feedback, the students appreciated technologies in our teaching and learning activities. Majority of the students stated that they were given the opportunity to ask question and able to interact with the lecturer. The advantages of virtual classroom when using technologies; attendees can watch anywhere, easily recorded for later viewing, no room bookings, and no need for social distancing. While appreciate the platform, nearly half of the students still believed that physical classroom was better than virtual classroom in term for practical skills. Among disadvantages of virtual teaching, confidentiality concerns with recognizable case details for clinical base discussions, security concerns with hijacking and attendance verification difficult if attendee webcams off. For activities involve gamification and augmented reality, they increase student’s participation and engagement, and enhance memory retention. For e-assessment, it is paperless, and faster marking for objective assessment. The COVID-19 pandemic provides a real opportunity for an advancement of digital technologies to empower medical graduate teaching and learning experiences.

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