Quality control of educational process in the lyceum of medical profile when learning in distance mode during the COVID-19 pandemic
Keywords:
distance learning, quality control of education, medical education, online platforms, pandemic COVID-19.
Abstract
With the spread of the COVID-19 coronavirus infection pandemic and, as a result, the relevance of the transformation of curricula, many subjects of the education system have now switched to distance learning. Ukrainian Medical Lyceum of the National Medical University named after A.A. Bogomolets actively and successfully implements this format. The adaptation of the curriculum of the medical lyceum to the changed conditions takes into account the updated requirements. The study is devoted to the analysis of the perception of changes introduced by distance technologies in the educational process, and the possibilities of controlling its quality using the example of training in a medical lyceum. The collection of data for analysis was carried out using a questionnaire. In the course of the survey, which was answered by 187 respondents. The study examined in detail the advantages and disadvantages of learning on online platforms. It was concluded that new teaching methods require updated quality assessment methodologies, and that the greatest obvious benefit of online learning is adaptability and variability.
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References
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Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., & Atwa, H. (2021). A guide for evaluation of online learning in medical education: a qualitative reflective analysis. BMC Medical Education, 21(1), 339. https://doi.org/10.1186/s12909-021-02752-2
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Ahmed, H., Allaf, M., & Elghazaly, H. (2020). COVID-19 and medical education. The Lancet Infectious Diseases, 20(7), 777–778. https://doi.org/10.1016/S1473-3099(20)30226-7
Altwaijry, N., Ibrahim, A., Binsuwaidan, R., Alnajjar, L. I., Alsfouk, B. A., & Almutairi, R. (2021). Distance education during COVID-19 pandemic: A college of pharmacy experience. Risk Management and Healthcare Policy, 14, 2099–2110. https://doi.org/10.2147/RMHP.S308998
Favale, T., Soro, F., Trevisan, M., Drago, I., & Mellia, M. (2020). Campus traffic and e-Learning during COVID-19 pandemic. Computer Networks, 176(107290), 107290. https://doi.org/10.1016/j.comnet.2020.107290
Ganajová, M., Sotáková, I., Lukáč, S., Ješková, Z., Jurková, V., & Orosová, R. (2021). Formative assessment as a tool to enhance the development of inquiry skills in science education. Journal of Baltic Science Education, 20(2), 204–222. https://doi.org/10.33225/jbse/21.20.204
He, L., Yang, N., Xu, L., Ping, F., Li, W., Sun, Q., Li, Y., Zhu, H., & Zhang, H. (2021). Synchronous distance education vs traditional education for health science students: A systematic review and meta-analysis. Medical Education, 55(3), 293–308. https://doi.org/10.1111/medu.14364
Kerres, M. (2020). Against all odds: Education in Germany coping with covid-19. Postdigital Science and Education, 2(3), 690–694. https://doi.org/10.1007/s42438-020-00130-7
Klibanov, O. M., Dolder, C., Anderson, K., Kehr, H. A., & Woods, J. A. (2018). Impact of distance education via interactive videoconferencing on students’ course performance and satisfaction. Advances in Physiology Education, 42(1), 21–25. https://doi.org/10.1152/advan.00113
Marin, J., Brichler, S., Lecuyer, H., Carbonnelle, E., & Lescat, M. (2021). Feedback from medical and biology students on distance learning: Focus on a useful interactive software, Wooclap®. Journal of Educational Technology Systems, 004723952110233. https://doi.org/10.1177/00472395211023383
Obidjonovna, R. G. (2021). Significance of multimedia tutorial on learning in distance education. ACADEMICIA An International Multidisciplinary Research Journal, 11(4), 173–180. https://doi.org/10.5958/2249-7137.2021.01044.2
Pata, K., Maslo, I., & Jõgi, L. (2021). Transforming adult education from Neo-liberal to holistically inclusive adult education in Baltic states. In Young Adults and Active Citizenship (pp. 139–165). Springer International Publishing. https://doi.org/10.1007/978-3-030-65002-5_8
Parker, A. (2020). Interaction in Distance Education: The Critical Conversation. AACE Review (formerly AACE Journal) 13-17. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved July 30, 2021 from https://www.learntechlib.org/primary/p/8117/.
Popovych, I., Arbeláez-Campillo, D. F., Rojas-Bahamón, M. J., Burlakova, I., Kobets, V., & Bokshan, H. (2021). Time perspective in the professional activity of specialists of economic sphere. Cuestiones Políticas, 39(69), 424-445. https://doi.org/10.46398/cuestpol.3969.27
Rose, S. (2020). Medical student education in the time of COVID-19. JAMA: The Journal of the American Medical Association, 323(21), 2131–2132. https://doi.org/10.1001/jama.2020.5227
Sandhu, P., & de Wolf, M. (2020). The impact of COVID-19 on the undergraduate medical curriculum. Medical Education Online, 25(1), 1764740. Doi: 10.1080/10872981.2020.1764740
Sofianidis, A., Meletiou-Mavrotheris, M., Konstantinou, P., Stylianidou, N., & Katzis, K. (2021). Let students talk about emergency remote teaching experience: Secondary students’ perceptions on their experience during the COVID-19 pandemic. Education Sciences, 11(6), 268. https://doi.org/10.3390/educsci11060268
Toquero, C. M., & Talidong, K. J. (2020). Webinar technology: Developing teacher training programs for emergency remote teaching amid COVID-19. Interdisciplinary Journal of Virtual Learning in Medical Sciences, 11(3), 200–203. https://doi.org/10.30476/IJVLMS.2020.86889.1044
Tuma, F., Nassar, A. K., Kamel, M. K., Knowlton, L. M., & Jawad, N. K. (2021). Students and faculty perception of distance medical education outcomes in resource-constrained system during COVID-19 pandemic. A cross-sectional study. Annals of Medicine and Surgery, 62, 377–382. https://doi.org/10.1016/j.amsu.2021.01.073
Vallée, A., Blacher, J., Cariou, A., & Sorbets, E. (2020). Blended learning compared to traditional learning in medical education: Systematic review and meta-analysis. Journal of Medical Internet Research, 22(8), e16504. https://doi.org/10.2196/16504
Wasfy, N. F., Abouzeid, E., Nasser, A. A., Ahmed, S. A., Youssry, I., Hegazy, N. N., Shehata, M. H. K., Kamal, D., & Atwa, H. (2021). A guide for evaluation of online learning in medical education: a qualitative reflective analysis. BMC Medical Education, 21(1), 339. https://doi.org/10.1186/s12909-021-02752-2
Wynter, L., Burgess, A., Kalman, E., Heron, J. E., & Bleasel, J. (2019). Medical students: what educational resources are they using? BMC Medical Education, 19(1), 36. https://doi.org/10.1186/s12909-019-1462-9
Published
2022-11-08
How to Cite
Tsekhmister, Y., Konovalova, T., & Tsekhmister, B. (2022). Quality control of educational process in the lyceum of medical profile when learning in distance mode during the COVID-19 pandemic. Amazonia Investiga, 11(57), 121-132. https://doi.org/10.34069/AI/2022.57.09.13
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