| An observational study that reported the use of virtual ward rounds to educate medical students (n=14) regarding COVID-19 cases |
It enables direct patient interaction with no risk of infection. It provides insight into a novel disease and active pandemic for medical students. Of the participants, 92.9% strongly agreed that the experience had increased their knowledge and that they were stimulated to learn. Moreover,13 students strongly agreed that they would recommend virtual ward rounds and would continue with this form of teaching. One student remarked that it reconfirmed their motives for studying medicine.
|
No weaknesses noted |
[6] |
| A letter to the editor that reported the use of web-based education networks for medical students, such as lectures, case discussions, journal clubs, and virtual grand rounds |
Immediate access to specialized teaching by medical experts irrespective of geographical location or cost Ease of accessibility Ability to stay up-to-date with the latest medical developments Use of social media as an adjunct to virtual teaching Virtual conferences to accelerate knowledge and interest
|
No weaknesses noted |
[8] |
| An observational study that reported the use of a medical student response team consisting of 500 students during the COVID-19 pandemic; there were 4 virtual teams that centered around education and activism for both health care professionals and the community |
Encouraged development of internal motivation of students while increasing medical knowledge and making a difference Improved team working skills to strive toward a collective goal Students reported feeling empowered and enthusiastic and stated that they had a sense of purpose during the uncertain period of the pandemic
|
No weaknesses noted |
[9] |
| A reflective study that documented the concerns of medical students regarding their education during the COVID-19 pandemic; the study included 852 students, and 127 responses were analyzed |
Virtual mentorship programs and virtual surgical skills workshops were suggested by 67% of medical students, closely followed by webinars (62%) and virtual research symposia (46%). |
|
[10] |
| A study evaluating the use of virtual medical education platforms |
|
Isolation from medical school; reduced interaction and discussion with peers Technical difficulties, including problems with internet access Increased dependence on technology Virtual teaching is costly and time-consuming for faculties, especially if the infrastructure is inadequate Loss of boundaries between work and home Lack of professional development due to absence of influential clinical role models
|
[11] |
| A qualitative review documenting the challenges and innovations of virtual medical education platforms |
Ease of access with unlimited flexibility Increased learning among medical professionals due to open-access medical resources and virtual conferences Increased interdisciplinary learning to help accelerate evidence-based clinical management Use of virtual interactive technology to promote active, engaging learning Use of social media to promote virtual learning to a wider audience and to offer networking opportunities Increased research and development of simulation programs to allow the continuity of technical skills at home
|
Loss of clinical opportunities: lack of bedside teaching, lack of direct patient care, halted improvement of examination skills, loss of feedback from tutors |
[12] |
| An observational study that reviewed the use of academic coaching to supplement virtual medical education during the COVID-19 pandemic |
Strong support network; collaborative approach between tutor and student Individualized goal-directed study plans with monitoring of study habits and follow-up meetings Increased accountability from students, driving internal motivation Holistic approach that supported students academically as well as mentally, emotionally, and physically
|
Without academic input, students may have ineffective learning strategies, poor motivation, and suboptimal communication skills, which are maximized by home learning. |
[13] |
| A study highlighting the disruption of anatomy education, from dissecting laboratories to web-based virtual platforms, during the COVID-19 pandemic |
No strengths noted |
Difficulties understanding anatomy without dissections, practical teaching, or physical aids such as bones, specimens, and models Lack of human visual impact Future scarcity of cadavers due to risk of COVID-19 infection
|
[14] |
| A letter to the editor that reflected on the difficulties of virtual medical education |
No strengths noted |
Difficulties maintaining focus and concentration Costly for facilities providing digital education Inadequate infrastructure to produce a new, functioning virtual medical platform in a short amount of time Inequalities of virtual education created by differences of quality and internet speed Overload of virtual medical platforms
|
[15] |
| An analysis of the adaptations made to anatomical education in response to the COVID-19 pandemic. Anatomy education within the United Kingdom has moved away from the use of cadavers to virtual lectures and virtual cadaveric resources. |
Opportunity to develop web-based resources Increased academic collaboration between institutions Open access to web-based medical resources to aid anatomical learning
|
Lack of formal assessments; 50% of universities canceled examinations Time-consuming for facilities to provide virtual platforms with good quality and effectiveness Reduced student engagement with virtual learning; attendance is not monitored Increased risk of isolation, anxiety and boredom Decrease in academic results, quality of life, and motivation as well as increased stress due to lack of social engagement and interactivity
|
[16] |
| A study that reported the use of virtual callbacks for patients recently evaluated in the emergency department during the COVID-19 pandemic |
Student feedback was positive as a result of patient interaction and improvement of both clinical reasoning and communication skills. The clinical burden on the medical team decreased. Patients were reassured by receiving follow-up after discharge from the emergency department.
|
No weaknesses noted |
[17] |
| A study conducted in Nepal evaluating the use of virtual medical education platforms |
|
Requires all students to have a reliable internet connection and use of digital devices Lack of knowledge on how to operate virtual platforms Difficult to retain concentration while looking at a screen for long hours Difficulties finding a quiet and private learning environment
|
[18] |
| A study that evaluated the use of virtual morning reports to deliver effective virtual teaching during the COVID-19 pandemic |
Enables development of clinical reasoning skills Interaction between clinician educators, active medical students, and passive medical students, enabling immediate feedback Supportive learning environment between peers and teachers Ease of accessibility due to asynchronous viewing and multi-institution participation
|
“Zoom bombing:” hackers can invade Zoom sessions, creating potential security breaches. On occasion, critical and disrespectful comments were made by other Zoom users.
|
[19] |
| A study encouraging the sharing of virtual learning materials between institutions to aid virtual undergraduate medical education |
|
No weaknesses noted |
[20] |
| A study evaluating the use of web-based virtual platforms for medical students and the future role these platforms may play in medical education after the COVID-19 pandemic |
Increased class attendance due to ease of access Increased student engagement due to student anonymity within sessions Increased number of medical webinars to accelerate the exchange of ideas
|
Technical difficulties, such as configuring hardware and software Time-consuming and costly for faculties
|
[21] |
| A letter to the editor that explored how to sustain learning during the COVID-19 pandemic via the use of webinars, case-based discussions, journal clubs, and virtual classrooms |
Flipped classroom style of learning, allowing development of problem-solving skills, critical thinking, and self-directed learning Accessibility of learning from experts around the globe. Flexible learning Increased research conducted during the pandemic Increased personal development, such as resilience, during the pandemic
|
Loss of clinical and surgical skills Technical difficulties of virtual learning, such as reduced internet speed and quality Not all students may have access to digital technology Reduced student engagement; lack of focus, multi-tasking with other activities, and poor audio and video quality Lack of physical, mental, and social support from peers and institutions; anxiety may hinder learning Lack of formal assessments due to lack of security and validity
|
[22] |
| A pilot study that reported the use of virtual clerkship for medical students (n=6) for 14 days. |
Advancement in medical knowledge and clinical reasoning skills through social learning and cognitive apprenticeship Interactive sessions between teachers, students, and peers increase student engagement Feedback provided by tutors to aid progression of studies Use of virtual ward rounds to reinforce learning from independent study, podcasts, and conferences Five of the six students provided positive feedback for the virtual clerkship and stated they would continue with this form of teaching
|
|
[23] |
| A study conducted in Iran documenting the shift to virtual medical education |
|
Lack of preparation and inadequate infrastructure for virtual learning Impossibility of training for all age groups within the medical curriculum Inability to virtualize every aspect of a medical course
|
[24] |
| A study evaluating the use of virtual medical education for medical students |
Continuous learning despite the pandemic Increased flexibility and accessibility to learning Synchronous virtual sessions enable excellent communication between teacher and student Complete digital access to world-class experts at any time
|
|
[25] |
| A study demonstrating the value of peer learning during the COVID-19 pandemic |
Peer discussion facilitates active discussion, sharing of ideas, critical thinking, and collaboration Enhancement of motivation, teamwork, conflict resolution, and task management Peer learning reduces stress and develops resilience Increased examination performance documented for April 2020 due to improvement in problem solving
|
No weaknesses noted |
[26] |
| A pilot study comparing face-to-face and virtual teaching of surgical skills for final year medical students (n=30) |
40% of students highly recommended virtual teaching (score of 8-9/10) 50% of students slightly recommended virtual teaching (score of 6-7/10) Affordable manner of teaching surgical skills
|
Recorded sessions removed teacher-student interaction Difficulty learning intricate surgical skills due to limited camera angles Technical difficulties accessing web-based platforms
|
[27] |
| A study highlighting the possible methods of virtual education, including modules, reading assignments, and virtual scenarios |
Continuous education during the pandemic Use of social media, specifically Twitter, to promote virtual learning
|
No weaknesses noted |
[28] |
| A letter to the editor documenting the structural changes of medical education within Brazil |
No strengths noted |
No infrastructure for virtual education; investment in infrastructure is challenging for a developing country. Students may not have access to digital technology. Students may be socially vulnerable, increasing the challenges of educational activities.
|
[29] |
| A study conducted in Nepal demonstrating the difficulties faced by virtual medical education |
Continuous education during the pandemic |
Lack of accessibility to virtual platforms as a result of difficulties establishing internet connection (cost, quality, and speed) and difficulties obtaining digital devices Sense of isolation decreases student participation and may cause student withdrawal; lack of socialization is linked to decreased academic achievement and mental distress Difficulty for tutors to assess student disengagement, frustration, or disinterest No pressures for students to attend classes or access learning materials Physical discomfort from virtual learning, such as exhaustion, visual discomfort from looking at screens, and muscle or joint pains from remaining stationary
|
[30] |
| A letter to the editor documenting the impact of COVID-19 on the medical curriculum; the article references the effectiveness of Zoom and web-based lectures |
Zoom is a highly effective virtual learning tool with reports of high student engagement. Web-based webinars are used to cover relevant material in a “bite-size” manner. Feedback from students was positive, with a regular number of medical students attending.
|
No weaknesses noted |
[31] |
| A letter to the editor reflecting on the loss of clinical opportunities faced by current medical students |
No strengths noted |
Students must spend time on the ward with direct patient contact to prepare for the realities of working life. |
[32] |
| A study evaluating the use of digital clinical placements in response to the COVID-19 pandemic |
|
Limited access to patients |
[33] |
| A study evaluating the impact of virtual education on current medical students during the COVID-19 crisis. |
Gentle impact on preclinical medical students due to the normal lecture format of teaching Open access to medical resources during the pandemic, aided by social media promotion Use of Zoom as a highly effective tool for virtual learning
|
Inadequate preparation for preclinical medical year students; no teaching of history taking or physical examinations, which are building blocks for the clinical years Loss of clinical placements may affect ultimate specialty choice Virtual learning can be time-consuming for clinicians, especially in times of uncertainty and increased demand Difficulties in virtually assessing audience understanding and interest Increased stress of balancing home life and work life, with little separation between the two
|
[34] |
| A study documenting the changes in medical education within the United Kingdom; the study references virtual teaching at Imperial College London, where patients are interviewed virtually by both physicians and medical students to facilitate teaching |
Excellent student attendance and interaction Identification of a variety of pathologies, signs, and symptoms through patient interviews, which develops clinical reasoning skills and diagnostic thought processes No exposure to infection despite patient contact. Reduced burden on the health care system by providing an effective triage service
|
|
[35] |
| A study that reported the effects of virtual medical education on students in Italy |
Virtual learning is effective to achieve primary aims and continue education in the short-term.
|
Long-term virtual learning would have negative effects on students, administrative staff, and tutors. |
[36] |
| A study that documented the replacement of clinical general practice attachments with e-learning programs in Australia |
The study found that web-based learning is as effective as traditional teaching. Students could submit a web-based learning portfolio to enable accurate assessment as well as to demonstrate competency.
|
Technical difficulties can hinder learning. Virtual learning may compete with other responsibilities. Sharing of technology may hinder learning. Virtual learning may not provide a medical student with a full skill set.
|
[37] |
| A letter to the editor reflecting on student perspective and feedback regarding undergraduate ophthalmology virtual learning during the COVID-19 pandemic |
97.2% of students felt that web-based classes were a viable alternative to classroom lectures. 84.7% of students were familiar with web-based virtual learning platforms. Learning was easily accessible. Students could review information to aid learning.
|
Reduced interaction in comparison to classroom teaching Increased doubts relating to knowledge Internet difficulties relating to poor connection or unavailability of digital technology
|
[38] |
| A study evaluating the student perspective of e-learning during the COVID-19 pandemic; a survey was sent to 983 students in April 2020 questioning the effectiveness and satisfaction of web-based classes |
Students reported that virtual teaching was as effective as classroom teaching for improving communication, building skills and knowledge, preparing for their professional career, and submitting assignments. Students were satisfied with the availability of electronic resources being offered.
|
Students found that virtual teaching was less effective than classroom teaching for convenience, interaction, understanding individualized learning needs, and balancing practical and theoretical skills. |
[39] |
| A study that demonstrated the effectiveness of virtual OSCEsa during the COVID-19 pandemic; a teleOSCEb was performed through Zoom with 49 medical students |
There was no difference in mean score (mean difference –1.1; 95% CI –2.8 to 0.7; P=.2) or failure rate (rate difference 2%; 95% CI 0.7% to 10.7%; P=.06) between the groups. |
No weaknesses noted |
[40] |
| A commentary discussing the transition of medical education to the internet |
|
Lack of formal assessments
|
[41] |
| A study that evaluated the use of virtual pastoral support during the COVID-19 pandemic |
The service was convenient to use on smartphones and computers. Students readily adapted to the service; levels of student engagement were high. Peer support groups, facilitated by staff, were found to have a positive impact through student feedback; the groups offered relief of stress and respite from studies.
|
Technical difficulties, such as poor internet connection and lack of access to technology or bandwidth Staff cautious of virtual pastoral support due to general discouragement of social media contact and mobile phone contact with students Virtual learning increased social withdrawal, contributing to anxiety and loneliness
|
[42] |
| A study that documented the web-based transition of MCQsc for a medical education faculty |
Use of Zoom with a web-based coach to help facilitate designing online MCQs; higher engagement in virtual sessions than in face-to-face workshops Self-reflection on the quality of their own written MCQs Newly designed MCQs in adjunct with the virtual workshops were higher in quality than previous MCQs
|
No weaknesses noted |
[43] |
| A review noting the impact of COVID-19 on medical education as well as mental well-being |
Virtual learning is not new; many faculty members had prior training in the use of web-based platforms. |
Demand for computers and information technology equipment came from students and families alike. Assessment of virtual technology is underdeveloped; change of assessment structure, students may cheat. Some forms of assessment, such as laboratory practical assessments, are impossible to conduct on the internet.
|
[44] |
| A study that reported on the effectiveness of peer mentoring for medical students (n=371) during the COVID-19 pandemic via the use of WhatsApp |
|
Students desired face-to-face social interaction despite virtual interaction |
[45] |
