Integrating Virtual Teaching in a New Era of Medical Education: Lessons from a Neurology Course

Abstract

The COVID-19 pandemic has led to a sudden shift toward virtual learning in neurology education, which presents challenges for educators. However, virtual learning is here to stay for three key reasons: demand among students, ease of dissemination, and potential to improve educational quality. Despite challenges, educators can teach effectively using appropriate virtual tools and methods, with innovative approaches that will ultimately lead to sustained improvements in neurology education. Here, we aim to help educators effectively incorporate virtual instruction into their “new normal” by offering practical, evidence-based tips for balancing in-person and virtual learning, selecting the appropriate tools and methods for virtual teaching, and creating a supportive virtual learning environment. Using a systematic approach, educators can identify specific, achievable goals, determine the content’s scope, appropriate assessments, select appropriate teaching methods, and create the session schedule and materials. Here we described evidence-based strategies for best practices, developing virtual material, and creating the appropriate virtual learning environment.

Plain Language Summary

This paper reviews how the COVID-19 pandemic has made it necessary for medical educators to switch to virtual learning for neurology courses. Even though it presents challenges, virtual learning is important because students want it, it’s easy to disseminate, and it can improve the quality of education. Educators can learn how to use virtual tools and methods effectively by being innovative and making sustained improvements in neurology education. This paper offers practical tips based on evidence to help educators balance in-person and virtual learning, select appropriate tools and methods, and create a supportive virtual learning environment. By taking a systematic approach, educators can set achievable goals, decide what to teach, pick the best ways to teach it, and create a schedule and materials for the course.

Keywords:

• virtual learning
• Learning Enviornment
• Synchronous Learning
• Asynchronous Learning
• Curriculum

Key Points

1. Virtual learning is here to stay for three key reasons: demand among students, ease of dissemination, and potential to improve educational quality.

2. Mixing asynchronous and synchronous formats can create more engaging and effective learner-centered experiences. The success of using mixed modalities depends on learners completing pre-work and educators incorporating strategies like readiness assessment questions and community message boards.

3. Virtual learning activities should be individualized to the needs of the learners, and many tools exist for curating and creating asynchronous virtual content.

4. High-quality virtual curricula can be developed using a 5-step process that asks educators first to identify concrete goals, then develop assessments and learning activities.

5. A supportive virtual learning environment plays a critical role in student learning.

Disclosure

Dr Christopher Doughty reports grants from Brigham Education Institute, clinical trial funding from Astra Zeneca, Scientific Advisory Board for UCB, royalties for CME courses from Oakstone and Haymarket, outside the submitted work. The authors report no other conflicts of interest in this work.