@Article{info:doi/10.2196/40264,
author="Akhras, Aya
and ElSaban, Mariam
and Tamil Selvan, Varshini
and Alzaabi, Shaika Zain
and Senok, Abiola 
and Zary, Nabil
and Ho, Samuel B",
title="An Inquiry-Based Distance Learning Tool for Medical Students Under Lockdown (``COVID-19 Rounds''): Cross-Sectional Study",
journal="JMIR Med Educ",
year="2023",
month="Nov",
day="6",
volume="9",
pages="e40264",
keywords="medical education; COVID-19; technology-enhanced learning; distance learning; student engagement; 5E instructional model",
abstract="Background: The COVID-19 pandemic presented significant challenges to both clinical practice and the delivery of medical education. Educators and learners implemented novel techniques, including distance learning and web-based rounds, while trying to stay updated with the surge of information regarding COVID-19 epidemiology, pathogenesis, and treatment. Hence, we designed and implemented a technologically enhanced course called ``COVID-19 Rounds'' to educate students about the rapidly evolving pandemic. Objective: The objectives of this study are to describe a technologically enhanced course called ``COVID-19 Rounds'' and evaluate the following: (1) student satisfaction and program usefulness in achieving preset objectives, (2) perceived improvement in literacy regarding the pandemic, and (3) the impact of student engagement by designing infographics and initiating COVID-19--related research projects. Methods: This is a cross-sectional study measuring the impact of the implementation of the web-based ``COVID-19 Rounds'' course. This program included web-based clinical experiences with physicians on actual rounds in COVID-19 wards in the hospital, weekly updates on evolving data and new research, and engagement in student-led projects. The study population included 47 fourth-year medical students at the Mohamed Bin Rashid University of Medicine and Health Sciences in Dubai, the United Arab Emirates, who attended the course. We designed and administered a 47-item survey to assess student satisfaction, program usefulness, impact on knowledge, and student engagement. Data were collected at the end of program delivery via Microsoft Forms. Results: In total, 38 (81{\%}) out of 47 fourth-year medical students participated in this study. The final course evaluation revealed an overall high satisfaction rate, with a mean rating of 3.9 (SD 0.94) on the 5-point Likert scale. Most students were satisfied with the course format (27/38, 71{\%}), organization (31/38, 82{\%}), and the learning experience (28/38, 74{\%}) that the course offered. The course was particularly appreciated for offering evidence-based talks about aspects of the pandemic (34/38, 90{\%}), providing weekly updates regarding emerging evidence (32/38, 84{\%}), and enhancing understanding of the challenges of the pandemic (34/38, 90{\%}). Satisfaction with distance learning was moderate (23/37, 62{\%}), and a minority of students would have preferred an in-person version of the course (10/37, 27{\%}). Student engagement in the course was high. All students participated in small group presentations of infographics of pandemic-related topics. Perceived advantages included conciseness and visual appeal, and disadvantages included the lack of detail and the time-consuming nature of infographic design, especially for students with no prior design experience. After the course ended, 27 (57{\%}) students began research projects. This resulted in 6 abstracts presented at local meetings and 8 scientific papers published or submitted for publication. Conclusions: This inquiry-based adaptive approach to educating medical students about updates on COVID-19 via web-based learning was successful in achieving objectives and encouraging engagement in research. However, shortcomings of the course related to the lack of in-person teaching and clinical activities were also highlighted. ",
issn="2369-3762",
doi="10.2196/40264",
url="https://mededu.jmir.org/2023/1/e40264",
url="https://doi.org/10.2196/40264",
url="http://www.ncbi.nlm.nih.gov/pubmed/37856734"
}