The Conduct of Paediatric Surgery Collaborative Learning Cases Via an Online Platform During the COVID-19 Outbreak: Challenges and Lessons Learnt

Jarrod Kah Hwee Tan, Yang Yang Lee, Lynnette Rui Ling Tan, Yee Ling Cheong, Yoke Lin Nyo
2020 MedEdPublish  
Introduction A pedagogical approach termed as Collaboration Learning Cases (CLC) is conventionally conducted in a physical classroom (P-CLC) to encourage active learning in a shared dialogic space. The cessation of physical classroom activities as a result of the COVID-19 pandemic has paved the way for virtual classroom experiences. This study aims to compare the student and tutor experiences between P-CLC and virtual CLC (V-CLC). Methods There were eight clinical student subgroups and five
more » ... groups and five paediatric surgery tutors involved in V-CLC. Microsoft Teams was the online platform chosen for V-CLC. The study employed an action research approach with mixed methods. Comparative analysis of the quantitative data across four different domains (content, facilitation, relevance and user interface) based on the 5-point Likert scale between P-CLC and V-CLC was performed. An inductive and iterative process of information collection, analysis and thematic classification was also employed for the qualitative data. Results The mean class size and student-to-facilitator ratio was higher in V-CLC. Both approaches were comparable for facilitator effectiveness (p=0.383) and being systematic and understandable (p=0.907). However, P-CLC had significantly higher scores in conduciveness, pace and relevance as compared to V-CLC. Student satisfaction scores were also higher in P-CLC [V-CLC: 78.6 (75.4-81.8) vs P-CLC: 87.6 (86.4-88.7), p<0.001]. Nonetheless, most students would still recommend V-CLC to their peers (p=0.494). Four main thematic areas such as platform-specific concerns, student engagement, interactivity and lesson pacing were identified for possible improvement. Conclusion While V-CLC may not full replicate a physical classroom experience, it provides a viable alternative during the COVID-19 pandemic. Successful application of this virtual collaborative pedagogy model to other different contexts will require bespoke adjustments for optimal adaptation to local conditions.
doi:10.15694/mep.2020.000261.1 fatcat:zo2qkcvc6rd65id6r2uwlw5dda