Student performance in year 1 undergraduate medical education during traditional, emergency online, online and HyFlex teaching strategy: A single center study

Maria Milagros U Magat; Agnes A Alba; Maria Lilia Reyes; Melissa Calilao; Vinna Marie T Quiñ; Ones; Malou Sta Ana

Return

Student performance in year 1 undergraduate medical education during traditional, emergency online, online and HyFlex teaching strategy: A single center study

Author: Maria Milagros U. Magat ¹ ; Agnes A. Alba ¹ ; Maria Lilia Reyes ¹ ; Melissa Calilao ² ; Vinna Marie T. Quiñones ³ ; Malou Sta. Ana ²
Author Information

1. Department of Biochemistry, College of Medicine, University of the East Ramon Magsaysay Memorial Medical Center
2. Department of Anatomy, College of Medicine, University of the East Ramon Magsaysay Medical Center
3. Department of Medical Humanities, College of Medicine, University of the East Ramon Magsaysay Medical Center
Publication Type:Journal Article
Keywords: Student performance; Assessment; Year 1 undergraduate medical education; Traditional face-to-face teaching; Online teaching; Hyflex teaching
From: Health Sciences Journal 2024;13(1):45-54
CountryPhilippines
Language:English
Abstract: Background:The global pandemic caused by COVID-19, the subsequent improvement in health situation caused by anti- COVID-19 vaccination and the developments in digital technology prompted changes in undergraduate medical education as to content delivery and assessment. This study determined the difference in the performance of first year medical students in traditional face-to face, online and Hyflex teaching strategy.
Methods:A non-concurrent cohort study was done to determine the performance of students in three annual subjects in Year 1 undergraduate medical education for school years 2018 to 2023. One-way ANOVA at p=0.001 determined significance of differences of variables.
Results:There was no difference in the profile of students as to their sex, pre-medicine course and scores in the National Medical Admission Test (NMAT). The performance in the written examinations in Anatomy and Physiology showed significant difference (p=0.001) when the conduct of examinations was shifted online on an emergency basis. There was no difference (p=0.001) in performance in the laboratory conference sessions in Physiology, as compared to the focused group discussion sessions in Biochemistry and practical examinations in Anatomy.
Conclusion:Significant difference in the performance of first year medical students was observed only during the emergency shift to online examinations, otherwise the performance was similar in traditional face-to face, online and Hyflex teaching strategy.
Full text:2024062820204441235Student performance.pdf