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Our First Rodeo: Maximizing Medical Education in a Pandemic
The COVID-19 pandemic highlighted the lack of vetted online resources available to teach clinical medicine virtually. In this study, we aim to identify the impact of virtual learning on students as well as effective resources to aid in further virtual curriculum development.
Restrictions on medical student involvement with direct patient care this spring resulted in bold curriculum changes. Clerkship directors strapped on their boots and evaluated virtual resources for students. These resources lacked validation, therefore we collected feedback about a variety of virtual learning resources.Methods:
Medical students completing the OB/GYN rotation at the Carver College of Medicine were surveyed about the utility and accompanying resources of the virtual clerkship experience. Responses were matched to their NBME Subject exam score. Paired t-test determined statistical difference in exam score between virtual and previous in-person clerkship students. When students returned to clinical rotations, they were surveyed, along with OB/GYN preceptors, regarding perceived preparedness and professionalism in comparison to previous years.
There was no significant difference between NBME Subject exam scores when comparing a 2019 traditional clerkship cohort to a 2020 virtual learning cohort.Discussions:
Our data demonstrates that students are able to acquire basic clinical OB/GYN knowledge as well as in previous years when learning relied primarily upon virtual resources. This study also clarifies existing virtual learning resources that students feel have educational utility.
CREOG & APGO Annual Meeting, 2021, Student, Clerkship Director, Clerkship Coordinator, Medical Knowledge, UME, Assessment, Lecture, Independent Study,