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Article: Twelve Tips for Re-imagining Problem-based Learning in Medical Education for the COVID-19 Era and Beyond
Title | Twelve Tips for Re-imagining Problem-based Learning in Medical Education for the COVID-19 Era and Beyond |
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Authors | |
Keywords | Problem-based learning COVID-19 e-learning digital literacy technology |
Issue Date | 2021 |
Publisher | AMEE MedEdPublish. The Journal's web site is located at https://www.mededpublish.org/home |
Citation | MedEdPublish, 2021, v. 10 n. 1, p. article no. 110 How to Cite? |
Abstract | In 2020, the COVID-19 pandemic led to an almost overnight adoption of online learning across medical schools worldwide. The initial experience proved jarring and challenging for students and medical educators alike, with neither side familiar with the new tools thrusted upon them. Over time, it became apparent that the adaptations made catalysed a long overdue systemic re-examination of the way medical education has been, and should be, delivered. So far, COVID-19 has served as a strong impetus for education institutes to incorporate commercially available and widely accessible communication platforms, including Zoom, to effectively deliver didactic lectures and interactive tutorials in the digital space. At our institution, the University of Hong Kong Li Ka Shing Faculty of Medicine (HKUMed), one such example is the problem-based learning (PBL) tutorial, the format of which has largely remained unchanged since its introduction two decades ago. By closely examining our offline-to-online transition, we have been able to identify certain pitfalls when attempting to translate traditional tutorials to the digital space; key considerations concerning the online facilitator-learner experience, and enhancements for more effective learning. In this article, we present twelve tips rooted in our experience as learners and teachers that should make PBL sessions more fruitful for everyone involved. |
Persistent Identifier | http://hdl.handle.net/10722/299288 |
ISSN |
DC Field | Value | Language |
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dc.contributor.author | Wong, HYC | - |
dc.contributor.author | Chen, JY | - |
dc.contributor.author | Shih, KC | - |
dc.date.accessioned | 2021-05-10T06:59:41Z | - |
dc.date.available | 2021-05-10T06:59:41Z | - |
dc.date.issued | 2021 | - |
dc.identifier.citation | MedEdPublish, 2021, v. 10 n. 1, p. article no. 110 | - |
dc.identifier.issn | 2312-7996 | - |
dc.identifier.uri | http://hdl.handle.net/10722/299288 | - |
dc.description.abstract | In 2020, the COVID-19 pandemic led to an almost overnight adoption of online learning across medical schools worldwide. The initial experience proved jarring and challenging for students and medical educators alike, with neither side familiar with the new tools thrusted upon them. Over time, it became apparent that the adaptations made catalysed a long overdue systemic re-examination of the way medical education has been, and should be, delivered. So far, COVID-19 has served as a strong impetus for education institutes to incorporate commercially available and widely accessible communication platforms, including Zoom, to effectively deliver didactic lectures and interactive tutorials in the digital space. At our institution, the University of Hong Kong Li Ka Shing Faculty of Medicine (HKUMed), one such example is the problem-based learning (PBL) tutorial, the format of which has largely remained unchanged since its introduction two decades ago. By closely examining our offline-to-online transition, we have been able to identify certain pitfalls when attempting to translate traditional tutorials to the digital space; key considerations concerning the online facilitator-learner experience, and enhancements for more effective learning. In this article, we present twelve tips rooted in our experience as learners and teachers that should make PBL sessions more fruitful for everyone involved. | - |
dc.language | eng | - |
dc.publisher | AMEE MedEdPublish. The Journal's web site is located at https://www.mededpublish.org/home | - |
dc.relation.ispartof | MedEdPublish | - |
dc.rights | This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License. | - |
dc.subject | Problem-based learning | - |
dc.subject | COVID-19 | - |
dc.subject | e-learning | - |
dc.subject | digital literacy | - |
dc.subject | technology | - |
dc.title | Twelve Tips for Re-imagining Problem-based Learning in Medical Education for the COVID-19 Era and Beyond | - |
dc.type | Article | - |
dc.identifier.email | Chen, JY: juliechen@hku.hk | - |
dc.identifier.email | Shih, KC: kcshih@hku.hk | - |
dc.identifier.authority | Chen, JY=rp00526 | - |
dc.identifier.authority | Shih, KC=rp01374 | - |
dc.description.nature | published_or_final_version | - |
dc.identifier.doi | 10.15694/mep.2021.000110.1 | - |
dc.identifier.hkuros | 322440 | - |
dc.identifier.volume | 10 | - |
dc.identifier.issue | 1 | - |
dc.identifier.spage | article no. 110 | - |
dc.identifier.epage | article no. 110 | - |
dc.publisher.place | Dundee, Scotland | - |