CLINICAL SKILLS TEACHING USING PATIENT EXAMINATION VIDEO DURING THE COVID-19 PANDEMIC

https://doi.org/10.22146/jpki.69643

Rizaldy Taslim Pinzon(1*), Vanessa Veronica(2)

(1) Duta Wacana Christian University School of Medicine
(2) Duta Wacana Christian University School of Medicine
(*) Corresponding Author

Abstract


Background: The current situation of the COVID-19 pandemic has changed the clinical learning system, which was originally fully face-to-face or blended, to be fully online. Skills lab, as one of the most routine medical skills education methods in the undergraduate medical education phase, must also adapt its implementation by optimizing the full-online approach. The purpose of this review was to investigate how patient examination videos can be used as clinical skills educational tool during the COVID-19 pandemic.

Learning Media Review: The selected patient video is an unedited, soundless recording of a neurologist doing a pathological reflex test at Bethesda Hospital Yogyakarta. During clinical skills laboratory sessions, videos are displayed concurrently with introductory lectures to examine abnormal reflexes.

Conclusion: This study demonstrates that using actual patient videos in clinical skills sessions is acceptable and well-implemented. This is an excellent alternative method of acquiring clinical competencies during the COVID-19 pandemic era.

 


Keywords


pandemic, COVID-19, clinical skills, video

Full Text:

PDF


References

  1. Ashokka B, Ong SY, Tay KH, Loh NHW, Gee CF, Samarasekera DD. Coordinated responsses of academic medical centres to pandemics: Sustaining medical education during COVID-19. Med Teach. 2020;42(7):762–771.
  2. Camargo CP, Tempski PZ, Busnardo FF, Martins MA, Gemperli R. Online learning and COVID-19: a meta-synthesis analysis. Clinics (Sao Paulo). 2020;75:e2286.
  3. Woolliscroft JO. Innovation in Responsse to the COVID-19 Pandemic Crisis. Academic Medicine. 2020;95(8):1140-1142.
  4. Sklar DP. COVID-19: Lessons From the Disaster That Can Improve Health Professions Education. Academic medicine: Journal of the Association of American Medical Colleges. 2020;95(11):1631-1633.
  5. Kanneganti A, Sia CH, Ashokka B, Ooi SBS. Continuing medical education during a pandemic: an academic institution’s experience. Postgrad Med J. 2020;96(1137):384–386.
  6. Jiang Z, Wu H, Cheng H, Wang W, Xie A, Fitzgerald SR. Twelve tips for teaching medical students online under COVID-19. Med Educ Online. 2021;26(1):1854066.
  7. Rahm A-K, Töllner M, Hubert MO, Klein K, Wehling C, Sauer T, et al. Effects of realistic e-learning cases on students’ learning motivation during COVID-19. PLoS ONE. 2021;16(4):e0249425. https://doi.org/10.1371/journal.pone.0249425
  8. Nordquist J, Hall J, Caverzagie K, Snell L, Chan MK, Thoma B, et al. The clinical learning environment. Med Teach. 2019;41(4):366–372.
  9. Khan H. An adaptation of Peyton's 4-stage approach to deliver clinical skills teaching remotely. MedEdPublish. 2020;9(1):73.



DOI: https://doi.org/10.22146/jpki.69643

Article Metrics

Abstract views : 1660 | views : 1409

Refbacks

  • There are currently no refbacks.


Copyright (c) 2022 Rizaldy Taslim Pinzon, Vanessa Veronica

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Pendidikan Kedokteran Indonesia (The Indonesian Journal of Medical Education) indexed by:

  

 JPKI Stats