Table 4 Free responses among pre-clinical (first- and second-year medical students) at the University of California San Diego, March–April 2020. Best and worst components of the remote learning curriculum and aspects that should be continued in future, hybrid curricula
From: Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study
What are the best components of the remote curriculum? (N = 59) | N (%) | Which components of the remote curriculum should be continued in the standard curriculum in the future? (N = 54) | N (%) | What gaps remain in the remote curriculum? (N = 61) | N (%) |
|---|---|---|---|---|---|
Increased flexibility | 38 (64%) | Videocasted lectures, uploaded in advance for the block | 27 (50%) | Clinical skills learning (POM, ACA) | 31 (51%) |
Videocasted lectures, uploaded in advance for the block | 18 (31%) | Virtual PBL | 9 (17%) | Lab classes (Anatomy, Histology, Ultrasound) | 15 (25%) |
Increased efficiency | 10 (17%) | Increased office hours/review sessions | 7 (13%) | Zoom/Digital Fatigue | 11 (18%) |
Increased office hours/review sessions | 4 (7%) | Extra resources/practice questions | 6 (11%) | Difficult to participate/ask questions | 8 (13%) |
Virtual PBL | 4 (7%) | Â | Â | Disorganization/ Lacking structured schedule | 7 (11%) |
| Â | Â | Â | Â | Poor communication/ Transparency | 5 (8%) |