This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research Article
Peter Gilbey
Azrieli School of Medicine, Bar-Ilan University, Israel
Corresponding Author
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This work is licensed under a CC BY 4.0 License. Read Full License
Declarations:
Declarations
- The author has confirmed that a statement listing potential conflicts of interest or lack thereof is included in the text.
Background: The COVID-19 pandemic disrupted medical education. Social distancing prevented students from gathering in any setting. Teaching became less effective due to lack of staff, cancellation of procedures, transition to telehealth and shortages of personal protective equipment. Medical schools’ responses to previous lockdowns are not well documented. On March 13th 2020, all universities in Israel were closed and a transition to online learning was implemented. All clinical rotations were temporarily suspended. We describe changes to teaching and learning during the pandemic, and the evaluation of these changes.
Methods: Several surveys were performed. Selected faculty members were asked to comment on the transition to online learning, and assess which practices could possibly be adopted for future use.
Results: Overall satisfaction with online learning was high. High satisfaction was also reported regarding the delivery of online lectures, efficient transition to online teaching, and the maintenance of academic excellence despite the challenges of COVID-19. Twenty-three percent of medical students preferred to continue exclusive online learning in the future. Forty-five percent advocated for blended learning, mainly online. Selected challenges and opportunities are discussed.
Conclusions: The rapid transition to online teaching and learning was successful. Lessons learned and recommendations for the future are presented.
Keywords
COVID-19, Undergraduate medical education, pre-clinical teaching, clinical teaching, online teaching
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This is a preprint, a preliminary version of a manuscript that has not completed peer review at a journal. Research Square does not conduct peer review prior to posting preprints. The posting of a preprint on this server should not be interpreted as an endorsement of its validity or suitability for dissemination as established information or for guiding clinical practice.
Research Article
Peter Gilbey
Azrieli School of Medicine, Bar-Ilan University, Israel
Corresponding Author
Badges
Prescreen
This manuscript passed our Prescreen assessment
Complete author information
Appropriate declaration statements
Potential risks to human health
Prescreen
History
CURRENT STATUS: Posted
Version 1
Posted 09 Jul, 2020
No community comments so far
Metrics
Comments: 0
PDF Downloads: ...
HTML Views: ...
Subject Areas
Internal Medicine
License:
This work is licensed under a CC BY 4.0 License. Read Full License
Declarations:
Declarations
- The author has confirmed that a statement listing potential conflicts of interest or lack thereof is included in the text.
Background: The COVID-19 pandemic disrupted medical education. Social distancing prevented students from gathering in any setting. Teaching became less effective due to lack of staff, cancellation of procedures, transition to telehealth and shortages of personal protective equipment. Medical schools’ responses to previous lockdowns are not well documented. On March 13th 2020, all universities in Israel were closed and a transition to online learning was implemented. All clinical rotations were temporarily suspended. We describe changes to teaching and learning during the pandemic, and the evaluation of these changes.
Methods: Several surveys were performed. Selected faculty members were asked to comment on the transition to online learning, and assess which practices could possibly be adopted for future use.
Results: Overall satisfaction with online learning was high. High satisfaction was also reported regarding the delivery of online lectures, efficient transition to online teaching, and the maintenance of academic excellence despite the challenges of COVID-19. Twenty-three percent of medical students preferred to continue exclusive online learning in the future. Forty-five percent advocated for blended learning, mainly online. Selected challenges and opportunities are discussed.
Conclusions: The rapid transition to online teaching and learning was successful. Lessons learned and recommendations for the future are presented.
This is a list of supplementary files associated with this preprint. Click to download.
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