Analysis of Pre-clerkship Medical Students’ Perceptions and Performance During the COVID-19 Pandemic

• Published in: Medical science educator Vol. 33; no. 1; pp. 147 - 156
• Main Authors: Ayoubieh, Houriya, Alkhalili, Eyas, Nino, Diego, Coue, Martine, Herber-Valdez, Christiane, Pfarr, Curt M.
• Format: Journal Article
• Language: English
• Published: New York Springer US 01-02-2023
• Subjects: Education; Medical Education; Original Research; Student performance; Pre-clinical medical education; Students wellness; Communication
• ISSN: 2156-8650; 2156-8650
• DOI: 10.1007/s40670-022-01723-6

Purpose
Virtual instruction became the primary educational delivery method for pre-clerkship medical students during the COVID-19 pandemic. The aims of this study were to evaluate the effectiveness of a virtual and blended pre-clerkship curriculum and to assess its impact on students.
Methods
We surveyed 223 1st- and 2nd-year medical students (MS1s and MS2s) enrolled at the Paul L Foster School of Medicine. We analyzed student satisfaction with their courses, along with summative exam scores, compared to previous academic years.
Results
The survey was completed by 125 of 223 students (56%). Most students changed their study methods (78%), experienced technical issues (85%), and had difficulty communicating with faculty (62%). MS1s were significantly more likely than MS2s to report difficulty in adjusting to virtual instruction (
p
 = 0.037) and a negative impact on their learning skills (
p
 = 0.005) and academic performance (
p
 = 0.003). Students reported the virtual environment negatively affected their social skills (77%), connectedness to peers (89%), and professional development (62%). MS1s were more likely than MS2s to perceive a negative effect on their sense of wellness (
p
 = 0.002). The overall satisfaction with the courses was similar to previous academic years. Student performance in the summative examination of the first virtually delivered unit was lower (
p
 = 0.007) than the previous year’s cohorts.
Conclusion
The difference in MS1s and MS2s perceptions of virtual and blended instruction highlights the importance of face-to-face learning during the first year. Benefits and drawbacks were identified which may help inform educators when designing future learning models.