Clinical Competence and Learning Environment of Primary Care Medical Students Amid Covid-19 Pandemic: Online Distance Learning Versus Face-to-Face Teaching
https://doi.org/10.47836/mjmhs.19.5.13
- Author:
Khairatul Nainey Kamaruddin
1
;
Hayatul Najaa Miptah
1
;
Nik Munirah Nik Mohd Nasir
1
;
Salma Yasmin Mohd Yusuf
1
;
Nur Amirah Shibraumalisi
1
Author Information
1. Department of Primary Care Medicine, Faculty of Medicine, Universiti Teknologi MARA, 47000 Sungai Buloh, Selangor, Malaysia
- Publication Type:Journal Article
- Keywords:
Online learning, clinical competency, learning environment, OSCE, DREEM, COVID-19
- From:Malaysian Journal of Medicine and Health Sciences
2023;19(No.5):89-96
- CountryMalaysia
- Language:English
-
Abstract:
Introduction: The COVID-19 pandemic has significantly changed the learning environment for medical students
and affected their academic achievement. This study aims to determine the student’s clinical competency, learning
environment, and its associated factors during the primary care medicine posting amid the COVID-19 pandemic.
Methods: This is a cross-sectional study among medical students who had completed primary care medicine posting during the COVID-19 pandemic. Data on socio-demographic, posting characteristics, and students’ learning
environment using the Dundee Ready Educational Environment Measure (DREEM) questionnaire and their objective
structured clinical examination (OSCE) marks were collected. Independent t-test was used to compare DREEM scores
between face-to-face and online groups. Multivariate analysis was used to determine factors associated with clinical
competency and DREEM scores with p <0.05 considered significant. Results: A total of 205 students were recruited.
Only 9.8% failed OSCE. Face-to-face teaching delivery (OR=3.61, 95 CI =1.03,11.30), face-to-face precept method
(OR=1.24, 95 CI =1.12,12.51) and integrated curriculum (OR=5.23, 95 CI =1.03,26.47) were associated with good
clinical competency. The total mean DREEM score was 72.94 (SD 28.8), with 89.3% having poor DREEM scores.
Students who received face-to-face teaching scored higher in the Student’s Perceptions of Teacher domain compared
to online teaching (p =0.036). Conclusion: Face-to-face teaching is preferred for good clinical competence and a
learning environment. The impact of experiential learning was huge in our study, and it cannot be replaced by online
learning. Furthermore, retraining teachers will improve the online learning experience for the students.
- Full text:11.2023my1615.pdf
