Factors That Enhance and Hinder the Retention and Transfer of Online Pre-Clinical Skills Training to Facilitate Blended Learning

References

• Trullàs JC, Blay C, Sarri E, Pujol R. Effectiveness of problem-based learning methodology in undergraduate medical education: a scoping review. BMC Med Educ. 2022;22(1). doi:10.1186/s12909-022-03154-8
   PubMed Web of Science ®Google Scholar
• Gordon L, Cleland JA. Change is never easy: how management theories can help operationalise change in medical education. Med Educ. 2021;55(1):55–64. doi:10.1111/medu.14297
   PubMed Web of Science ®Google Scholar
• Irby DM, Cooke M, O’Brien BC. Calls for reform of medical education by the Carnegie Foundation for the advancement of teaching: 1910 and 2010. Acad Med. 2010;85(2):220–227. doi:10.1097/ACM.0B013E3181C88449
   PubMed Web of Science ®Google Scholar
• Bock A, Kniha K, Goloborodko E, et al. Effectiveness of face-to-face, blended and e-learning in teaching the application of local anaesthesia: a randomised study. BMC Med Educ. 2021;21(1):1–8. doi:10.1186/s12909-021-02569-z
   PubMed Web of Science ®Google Scholar
• Eglseder K, Littleton A. Teaching clinical skills online: techniques, student feedback, and lesson learned. J Occup Ther Educ. 2021;5(2):11. doi:10.26681/jote.2021.050211
   Google Scholar
• Stambough JB, Curtin BM, Gililland JM, et al. The past, present, and future of orthopedic education: lessons learned from the COVID-19 pandemic. J Arthroplasty. 2020;35(7):S60–S64. doi:10.1016/j.arth.2020.04.032
   PubMed Web of Science ®Google Scholar
• Gormley G, Collins K, Boohan M, Bickle I, Stevenson M. Is there a place for e-learning in clinical skills? A survey of undergraduate medical students’ experiences and attitudes. Med Teach. 2009;31(1):e6–12. doi:10.1080/01421590802334317
   PubMed Web of Science ®Google Scholar
• Rosby V, Schmidt HG, Tan GJS, et al. Promotion of knowledge transfer and retention in year 2 medical students using an online training exercise. Adv Heal Sci Educ. 2021;26:1059–1074. doi:10.1007/s10459-021-10037-y
   PubMed Web of Science ®Google Scholar
• Turk B, Ertl S, Wong G, Wadowski PP, Löffler-Stastka H. Does case-based blended-learning expedite the transfer of declarative knowledge to procedural knowledge in practice? BMC Med Educ. 2019;19(1). doi:10.1186/s12909-019-1884-4
   PubMed Web of Science ®Google Scholar
• Regmi K, Jones L. A systematic review of the factors - enablers and barriers - affecting e-learning in health sciences education. BMC Med Educ. 2020;20(1):1–8. doi:10.1186/s12909-020-02007-6
   Web of Science ®Google Scholar
• Khalil R, Mansour AE, Fadda WA, et al. The sudden transition to synchronized online learning during the COVID-19 pandemic in Saudi Arabia: a qualitative study exploring medical students’ perspectives. BMC Med Educ. 2020;20(1):285. doi:10.1186/s12909-020-02208-z
   PubMed Web of Science ®Google Scholar
• Botelho MG, Agrawal KR, Bornstein MM. An systematic review of e-learning outcomes in undergraduate dental radiology curricula—levels of learning and implications for researchers and curriculum planners. Dentomaxillofacial Radiol. 2019;48(1). doi:10.1259/dmfr.20180027
   PubMed Web of Science ®Google Scholar
• Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med Educ. 2017;51(6):585–597. doi:10.1111/medu.13272
   PubMed Web of Science ®Google Scholar
• Dost S, Hossain A, Shehab M, Abdelwahed A, Al-Nusair L. Perceptions of medical students towards online teaching during the COVID-19 pandemic: a national cross-sectional survey of 2721 UK medical students. BMJ Open. 2020;10(11):e042378. doi:10.1136/bmjopen-2020-042378
   PubMed Web of Science ®Google Scholar
• Thomas PA, Kern DE, Hughes MT, Chen BY. Curriculum Development for Medical Education: A Six-Step Approach. JHU press; 2015.
   Google Scholar
• Kraut AS, Omron R, Caretta-Weyer H, et al. The flipped classroom: a critical appraisal. West J Emerg Med. 2019;20(3):527–536. doi:10.5811/WESTJEM.2019.2.40979
   PubMed Web of Science ®Google Scholar
• Michels MEJ, Evans DE, Blok GA. What is a clinical skill? Searching for order in chaos through a modified Delphi process. Med Teach. 2012;34(8):e573–81. doi:10.3109/0142159X.2012.669218
   PubMed Web of Science ®Google Scholar
• Adams NE. Bloom’s taxonomy of cognitive learning objectives. J Med Libr Assoc. 2015;103(3):152–153. doi:10.3163/1536-5050.103.3.010
   PubMed Web of Science ®Google Scholar
• Enoch LC, Abraham RM, Singaram VS. A comparative analysis of the impact of online, blended, and face-to-face learning on medical students’ clinical competency in the affective, cognitive, and psychomotor domains. BMC Med Educ. 2022;22(1):753. doi:10.1186/s12909-022-03777-x
   PubMed Web of Science ®Google Scholar
• Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online. 2019;24(1). doi:10.1080/10872981.2019.1666538
   PubMed Web of Science ®Google Scholar
• Botma Y, Van Rensburg GH, Coetzee IM, Heyns T. A conceptual framework for educational design at modular level to promote transfer of learning. Innov Educ Teach Int. 2015;52(5):499–509. doi:10.1080/14703297.2013.866051
   Web of Science ®Google Scholar
• Prober CG, Khan S. Medical education reimagined: a call to action. Acad Med. 2013;88(10):1407–1410. doi:10.1097/ACM.0b013e3182a368bd
   PubMed Web of Science ®Google Scholar
• Abraham RM, Singaram VS. Using deliberate practice framework to assess the quality of feedback in undergraduate clinical skills training. BMC Med Educ. 2019;19(1):1–11. doi:10.1186/s12909-019-1547-5
   PubMedGoogle Scholar
• Galoyan T, Betts K. Integrative transfer of learning model and implications for higher education. J Contin High Educ. 2021;69(3):169–191. doi:10.1080/07377363.2020.1847970
   Web of Science ®Google Scholar
• Bossard C, Kermarrec G, Buche C, Tisseau J. Transfer of learning in virtual environments: a new challenge? Virtual Real. 2008;12(3):151–161. doi:10.1007/s10055-008-0093-y
   Google Scholar
• Widyandana D, Majoor G, Scherpbier A. Transfer of medical students’ clinical skills learned in a clinical laboratory to the care of real patients in the clinical setting: the challenges and suggestions of students in a developing country. Educ Heal Chang Learn Pract. 2010;23(3):339.
   PubMedGoogle Scholar
• Karim JA, Marwan YA, Dawas AM, Akhtar S. Self-confidence of medical students in performing clinical skills acquired during their surgical rotation assessing clinical skills education in Kuwait. Saudi Med J. 2012;33(12):1310–1316.
   PubMed Web of Science ®Google Scholar
• Ellman MS, Schwartz ML. Online learning tools as supplements for basic and clinical science education. J Med Educ Curric Dev. 2016;3:109–114. doi:10.4137/JMecd.S18933
   Web of Science ®Google Scholar
• Bordoloi R, Das P, Das K. Perception towards online/blended learning at the time of COVID-19 pandemic: an academic analytics in the Indian context. Asian Assoc Open Univ J. 2021;16(1):41–60. doi:10.1108/aaouj-09-2020-0079
   Google Scholar
• Abraham R. The need of the hour: adapting the delivery of clinical skills teaching remotely. Perspect Educ. 2021;39(2):82–94. doi:10.18820/2519593x/pie.v39.i2.7
   Google Scholar
• Kiger ME, Varpio L. Thematic analysis of qualitative data: AMEE guide No. 131. Med Teach. 2020;42(8):846–854. doi:10.1080/0142159X.2020.1755030
   PubMed Web of Science ®Google Scholar
• Roopa S, Rani M. Questionnaire designing for a survey. J Indian Orthod Soc. 2012;46(December):273–277. doi:10.5005/jp-journals-10021-1104
   Google Scholar
• Braun V, Clarke V. Using thematic analysis in psychology. Qual Res Psychol. 2006;3(2):77–101. doi:10.1191/1478088706QP063OA
   Google Scholar
• Tonkin-Crine S, Anthierens S, Hood K, et al. Discrepancies between qualitative and quantitative evaluation of randomised controlled trial results: achieving clarity through mixed methods triangulation. Implement Sci. 2016;11(1):1–8. doi:10.1186/s13012-016-0436-0
   PubMedGoogle Scholar
• Zhang W, Creswell J. The use of mixing procedure of mixed methods in health services research. Med Care. 2013;51(8). doi:10.1097/MLR.0B013E31824642FD
   Web of Science ®Google Scholar
• Creswell JW, Creswell J. Steps in conducting a scholarly mixed methods study. DBER Speak Ser; 2013. Availble from: https://digitalcommons.unl.edu/dberspeakers/48. Accessed July 22, 2021.
   Google Scholar
• Bloomfield JG, Jones A. Using e-learning to support clinical skills acquisition: exploring the experiences and perceptions of graduate first-year pre-registration nursing students - A mixed method study. Nurse Educ Today. 2013;33(12):1605–1611. doi:10.1016/j.nedt.2013.01.024
   PubMed Web of Science ®Google Scholar
• Singh J, Steele K, Singh L. Combining the best of online and face-to-face learning: hybrid and blended learning approach for COVID-19, Post vaccine, & post-pandemic world. J Educ Technol Syst. 2021;50(2):140–171. doi:10.1177/00472395211047865
   Google Scholar
• Shahrvini B, Baxter SL, Coffey CS, MacDonald BV, Lander L. Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study. BMC Med Educ. 2021;21(1):1–13. doi:10.1186/s12909-020-02445-2
   PubMed Web of Science ®Google Scholar
• Gaur U, Majumder MAA, Sa B, Sarkar S, Williams A, Singh K. Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN Compr Clin Med. 2020;2(11):1992–1997. doi:10.1007/s42399-020-00528-1
   PubMedGoogle Scholar
• Saiyad S, Virk A, Mahajan R, Singh T. Online teaching in medical training: establishing good online teaching practices from cumulative experience. Int J Appl Basic Med Res. 2020;10(3):149–155. doi:10.4103/ijabmr.IJABMR_358_20
   PubMedGoogle Scholar
• Rahmani A, Samira Zitouni K. Blended learning and flipped classroom’s application during post pandemic. Arab World English J. 2022;13(2):451–461. doi:10.24093/awej/vol13no2.31
   Web of Science ®Google Scholar
• Gitonga J. Transfer of learning in Continuing Medical Education (CME): a conceptual model. Online Submiss; 2007.
   Google Scholar
• Brown A, Lawrence J, Basson M, Redmond P. A conceptual framework to enhance student online learning and engagement in higher education. High Educ Res Dev. 2020;41(2):284–299. doi:10.1080/07294360.2020.1860912
   Web of Science ®Google Scholar
• Lawrence J, Brown A, Redmond P, Basson M. Engaging the disengaged: exploring the use of course-specific learning analytics and nudging to enhance online student engagement. Student Success. 2019;10(2):47–58. doi:10.5204/ssj.v10i2.1295
   Web of Science ®Google Scholar
• van Duijn AJ, Swanick K, Donald EK. Student learning of cervical psychomotor skills via online video instruction versus traditional face-to-face instruction. J Phys Ther Educ. 2014;28(1):94–102.
   Google Scholar
• Andersson A, Grönlund Å. A conceptual framework for E-learning in developing countries: a critical review of research challenges. Electron J Inf Syst Dev Ctries. 2009;38(1):1–16. doi:10.1002/j.1681-4835.2009.tb00271.x
   Google Scholar
• Pokryszko-Dragan A, Marschollek K, Nowakowska-Kotas M, Aitken G. What can we learn from the online learning experiences of medical students in Poland during the SARS-CoV-2 pandemic? BMC Med Educ. 2021;21(1):1–12. doi:10.1186/S12909-021-02884-5
   PubMedGoogle Scholar
• Mayer RE. Applying the science of learning to medical education. Med Educ. 2010;44(6):543–549. doi:10.1111/j.1365-2923.2010.03624.x
   PubMed Web of Science ®Google Scholar
• New K, Edwards C, Norris H. Meeting our students’ educational needs during a global pandemic: creating online clinical learning experiences. Teach Learn Nurs. 2022;17(1):126–129. doi:10.1016/j.teln.2021.07.006
   PubMed Web of Science ®Google Scholar
• Offiah G, Ekpotu LP, Murphy S, et al. Evaluation of medical student retention of clinical skills following simulation training. BMC Med Educ. 2019;19(1):263. doi:10.1186/s12909-019-1663-2
   PubMedGoogle Scholar
• Anderson JDM, Warren JB. Using simulation to enhance the acquisition and retention of clinical skills in neonatology. Semin Perinatol. 2011;35(2):59–67. doi:10.1053/j.semperi.2011.01.004
   PubMed Web of Science ®Google Scholar
• Riedel M, Eisenkolb G, Amann N, et al. Experiences with alternative online lectures in medical education in obstetrics and gynecology during the COVID-19 pandemic-possible efficient and student-orientated models for the future? Arch Gynecol Obstet. 2022;305:1041–1053. doi:10.1007/s00404-021-06356-5
   PubMed Web of Science ®Google Scholar
• Sebbani M, Adarmouch L, Mansouri A, et al. Implementation of online teaching in medical education: lessons learned from students’ perspectives during the health crisis in Marrakesh, Morocco. Educ Res Int. 2021;2021:e5547821. doi:10.1155/2021/5547821
   Web of Science ®Google Scholar
• Sahu P, Chattu V, Rewatkar A, Sakhamuri S. Best practices to impart clinical skills during preclinical years of medical curriculum. J Educ Health Promot. 2019;8(57):57. doi:10.4103/jehp.jehp_354_18
   PubMedGoogle Scholar
• Lala SG, George AZ, Wooldridge D, et al. A blended learning and teaching model to improve bedside undergraduate paediatric clinical training during and beyond the COVID-19 pandemic. African J Heal Prof Educ. 2021;13(1):18–22.
   Web of Science ®Google Scholar
• George PP, Papachristou N, Belisario JM, et al. Online eLearning for undergraduates in health professions: a systematic review of the impact on knowledge, skills, attitudes and satisfaction. J Glob Health. 2014;4(1):010406. doi:10.7189/jogh.04.010406
   PubMed Web of Science ®Google Scholar
• Al-Elq AH. Medicine and clinical skills laboratories. J Family Community Med. 2007;14(2):59–63.
   PubMedGoogle Scholar
• Azizi SM, Roozbahani N, Khatony A. Factors affecting the acceptance of blended learning in medical education: application of UTAUT2 model. BMC Med Educ. 2020;20(1):367. doi:10.1186/s12909-020-02302-2
   PubMed Web of Science ®Google Scholar
• Taylor DCM, Hamdy H. Adult learning theories: implications for learning and teaching in medical education: AMEE Guide No. 83. Med Teach. 2013;35(11):1561–1572. doi:10.3109/0142159X.2013.828153
   PubMed Web of Science ®Google Scholar
• Giacomino K, Caliesch R, Sattelmayer KM. The effectiveness of the Peyton’s 4-step teaching approach on skill acquisition of procedures in health professions education: a systematic review and metaanalysis with integrated meta-regression. PeerJ. 2020;8:e10129. doi:10.7717/peerj.10129
   PubMed Web of Science ®Google Scholar
• Ramnanan CJ, Pound LD. Advances in medical education and practice: student perceptions of the flipped classroom. Adv Med Educ Pract. 2017;8:63–73. doi:10.2147/AMEP.S109037
   PubMed Web of Science ®Google Scholar
• Ali NB, Pelletier SR, Shields HM. Innovative curriculum for second-year harvard-mit medical students: practicing communication skills with volunteer patients giving immediate feedback. Adv Med Educ Pract. 2017;8:337–345. doi:10.2147/AMEP.S135172
   PubMed Web of Science ®Google Scholar
• Al-Wardy NM. Assessment methods in undergraduate medical education. Sultan Qaboos Univ Med J. 2010;10(2):203–209.
   PubMedGoogle Scholar
• Remmen R, Scherpbier A, van der Vleuten C, et al. Effectiveness of basic clinical skills training programmes: a cross-sectional comparison of four medical schools. Med Educ. 2001;35(2):121–128.
   PubMed Web of Science ®Google Scholar
• Schlenz MA, Schmidt A, Wöstmann B, Krämer N, Schulz-Weidner N. Students’ and lecturers’ perspective on the implementation of online learning in dental education due to SARS-CoV-2 (COVID-19): a cross-sectional study. BMC Med Educ. 2020;20(1):354. doi:10.1186/s12909-020-02266-3
   PubMed Web of Science ®Google Scholar
• Abraham R. Turning constraints into opportunities: online delivery of communication skills simulation sessions to undergraduate medical students during the COVID-19 pandemic. Perspect Educ. 2021;39(4):57–71. doi:10.18820/2519593X/PIE.V39.I4.5
   Google Scholar
• Baticulon RE, Sy JJ, Alberto NRI, et al. Barriers to online learning in the time of COVID-19: a national survey of medical students in the Philippines. Med Sci Educ. 2021;31(2):615–626. doi:10.1007/s40670-021-01231-z
   PubMedGoogle Scholar
• Engerer C, Berberat PO, Dinkel A, Rudolph B, Sattel H, Wuensch A. Integrating 360° behavior-orientated feedback in communication skills training for medical undergraduates: concept, acceptance and students’ self-ratings of communication competence. BMC Med Educ. 2016;16(1):1–8. doi:10.1186/S12909-016-0792-0/FIGURES/1
   PubMedGoogle Scholar
• Sadler I, Reimann N, Sambell K. Feedforward practices: a systematic review of the literature. Assess Eval High Educ. 2022;47(1):1–16. doi:10.1080/02602938.2022.2073434
   Google Scholar