Table 1.
Perceptions of medical students for online courses for surgical teaching
| Author | Year | St No | St level | Curriculum | Outcomes |
|---|---|---|---|---|---|
| Lindeman | 2015 | 129 | Grade 2 ~ 4 | Blended curriculum: 50% online + 50% in-person (the lectures consistently receiving low student ratings are replaced by online repository of undergraduate-level surgical content) |
1.Higher rating for blended course than for traditional teaching 2.No significant difference in national board medical exam or clinical evaluation scores between blended group and traditional group |
| Shin | 2020 | 16 | Grade 3 |
virtual case-based learning (role playing) 1. students act as doctors 2. instructors act as patients 3. students obtained history gathering, requested PE findings, and brainstormed for DDx |
1. confidence in assessment of surgical patients in ER 2. improved content-based knowledge 3. efficacy of stimulating components of clinical work 4. achievement of learning objects 5. recommendation of this course for future students |
| Chandrasinghe | 2020 | 1047 | All grades | Discussion from basic science to clinical management |
1.discussion helped to improve understanding and knowledge on the topic 2.improvement in clinical sense through online novel teaching |
| Kronenfeld | 2020 | 19 | Grade 3 |
1.Electronic education (lectures, PBL) 2.Weekly quizzes |
No difference in effectiveness national board medical exam or oral exam between in-person sessions or electronic sessions |
| Ray | 2021 | 389 | All w/o G1 | Online education |
1. practical training most severely affected by online classes (93.32%) 2. cancelling of physical medical conferences adversely affected the building up of resumes (71.98%) 3. poor concentration during online teaching due to distraction (89.72%) 4. The pandemic has adversely affected the availability of research opportunities and development of skills, ethics, communication and behavior (~ 75%) |
| Schmitz | 2021 | 44 | All grades |
Online interactive learning: 1. interactive videos to teach operative procedures and skills 2. information of clinical cases and related excerpts from textbooks |
Students taught by video-based online platform got higher score of written exam than by text-based teaching (0.67 vs 0.60, p = 0.0001) |
| Newcomb | 2021 | 5 | Grade 4 | Virtual class (video watching, role playing, group debriefing, feedbacks from the simulated patient, peer, and faculty) | Improved confidence and skills in building rapport and earning trust of surgical patients by video-conference communication |
| Pettitt-Schieber | 2021 | 67 | Grade 3,4 | Virtual surgical teaching (lectures, conferences, suturing, knot-tying) | Improved understanding of surgical subspecialty course (pre 2.0 +/− 0.8 ➔ post 3.3 +/− 0.5 p < 0.0001) |
St No Student number, w/o Without, G Grade, PBL Problem-based learning, PE Physical examination, DDx differential diagnosis