Transitioning From Remote to Reality: a New Approach to Paediatric Undergraduate Teaching During COVID-19 Pandemic

Conference: The European Conference on Education (ECE2022)
Title: Transitioning From Remote to Reality: a New Approach to Paediatric Undergraduate Teaching During COVID-19 Pandemic
Stream: Teaching Experiences, Pedagogy, Practice & Praxis
Presentation Type: Live-Stream Presentation
Nur Azah Isa, Universiti Teknologi MARA, Malaysia
Sern Chin Lim, Universiti Teknologi MARA, Malaysia
Noor Shafina Mohd Nor, Universiti Teknologi MARA, Malaysia
Anis Siham Zainal Abidin, Universiti Teknologi MARA, Malaysia


The COVID-19 pandemic has accelerated innovative techniques in medical teaching. After 18 months of remote learning imposed on our final year medical students, they lack physical contact with real patients. Our study aims to delineate the design, application, and evaluation of a 5-day intensive course for undergraduate paediatric teaching prior to their entry to clinical setting. This course was designed by paediatricians from various subspecialties together with medical education department as a new method to facilitate students transitioning from remote learning to onsite clinical setting. Firstly, students were divided into large group teaching for history taking involving rotations of 3 cases. It was followed by small group, Objective Structured Clinical Examination (OSCE)-style, 10 minutes short case circuits for physical examinations. This comprised of 5 different stations of various complexities. We incorporated one best answer quizzes and rapid 20 minutes amazing race using imaging modalities and mannikins to test clinical reasoning. The outcome of the course was evaluated using purpose-designed pre and post questionnaires. Out of 117 participants, 52 (44%) answered both questionnaires voluntarily. We analysed the matched data for pre and post questionnaire using SPSS version 27. We noticed a significant difference in their reported confidence in performing history taking (p < 0.001) and perceived ability to complete physical examinations within the stipulated time (p < 0.001) post-course. Multimodal methods used in paediatric intensive course may help in undergraduate teaching. More studies are needed to determine the effectiveness and application of this teaching method in the future.

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