Pre-clerkship Teaching and Learning in the Virtual Learning Environment: Lessons Learned and Future Directions

Justin L Sewell; Mihir Joshi; Cassandra Thanh; Chantilly Apollon; Elizabeth Austin; Christian Burke; Susannah Cornes; John A Davis; Michelle Hermiston

doi:10.1007/s40670-022-01694-8

Pre-clerkship Teaching and Learning in the Virtual Learning Environment: Lessons Learned and Future Directions

Med Sci Educ. 2022 Nov 19;32(6):1313-1317. doi: 10.1007/s40670-022-01694-8. eCollection 2022 Dec.

Authors

Justin L Sewell¹, Mihir Joshi², Cassandra Thanh², Chantilly Apollon^{2

3}, Elizabeth Austin², Christian Burke², Susannah Cornes⁴, John A Davis⁵, Michelle Hermiston⁶

Affiliations

¹ Department of Medicine, Division of Gastroenterology, University of California San Francisco, San Francisco, CA USA.
² School of Medicine, University of California San Francisco, San Francisco, CA USA.
³ Foundation for California Community Colleges, Sacramento, CA USA.
⁴ Department of Neurology, University of California San Francisco, San Francisco, CA USA.
⁵ Department of Medicine, Division of Infectious Disease, University of California San Francisco, San Francisco, CA USA.
⁶ Department of Pediatrics, Division of Oncology, University of California San Francisco, San Francisco, CA USA.

Abstract

In response to the COVID-19 pandemic, we developed and implemented a theory-informed process to adapt a comprehensive pre-clerkship medical school curriculum to run in the virtual learning environment utilizing sociocultural learning theory and cognitive load theory. Of 124 student respondents, 45% rated virtual learning as very or extremely effective, and 49% as moderately effective. Positive aspects of virtual learning included effectiveness of chat moderators, displaying pronouns on Zoom, active learning technology, and captioning and transcription. Negative aspects included access to technology and feeling isolated from community. Overall course ratings, examination performance, and work hours did not differ pre- and post-implementation.

Keywords: Cognitive load theory; Curriculum development; Sociocultural learning theory; Undergraduate medical education; Virtual learning.