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An example of adaptation: experience of virtual clinical skills circuits of internal medicine students at the Faculty of Medicine, University of Granada (Spain) during the COVID-19 pandemic
dc.contributor.author | Cárdenas Cruz, Antonio | |
dc.contributor.author | Gómez Moreno, Gerardo | |
dc.contributor.author | Matas Lara, Ana | |
dc.contributor.author | Romero Palacios, Pedro José | |
dc.contributor.author | Parrilla Ruiz, Francisco Manuel | |
dc.date.accessioned | 2022-03-25T13:21:28Z | |
dc.date.available | 2022-03-25T13:21:28Z | |
dc.date.issued | 2022-03-02 | |
dc.identifier.citation | Antonio Cárdenas-Cruz... [et al.] (2022) An example of adaptation: experience of virtual clinical skills circuits of internal medicine students at the Faculty of Medicine, University of Granada (Spain) during the COVID-19 pandemic, Medical Education Online, 27:1, 2040191, DOI: [10.1080/10872981.2022.2040191] | es_ES |
dc.identifier.uri | http://hdl.handle.net/10481/73789 | |
dc.description.abstract | Background: The state of alarm declared in Spain in response to the Coronavirus pandemic (COVID-19) has had far-reaching consequences in all areas of life. At the University of Granada’s (UGR) Faculty of Medicine, online teaching was implemented immediately without any preexisting plan. Second-year undergraduates in medicine, particularly those enrolled in the subject ‘Bases of Internal Medicine,’ would normally undergo clinical skills circuits in faceto- face group settings. Objective: To facilitate undergraduates’ acquisition of specific transversal skills by means of an integrated online working system. Design: Before the pandemic, teaching/learning methods consisted of 1) face-to-face group work; 2) teletutoring; 3) written work uploaded to the PRADO online platform for marking by the teletutor; and 4) presentation of written work to the group. As a result of the lockdown, presentations in class were suspended and replaced by online presentations. The means adopted by students in online presentations were freely chosen using various communication techniques: linear projection systems (6); acting/simulation (4); dramatization (1); and roleplaying (1). Results: The number of online clinical skills circuits developed was 12, one for each of the clinical skills circuits established for imparting this subject. A total of 12 presentations were made by the 10 groups, each lasting 15 minutes followed by a 5-minute discussion to settle any questions raised. The presentations were marked jointly by the teaching staff, coordinator, and students. Conclusions: The transference of classroom learning to the online environment proved an essential resource for teaching/learning clinical/practical skills during the lockdown, which have never before been imparted at distance. | es_ES |
dc.language.iso | eng | es_ES |
dc.publisher | Taylor & Francis | es_ES |
dc.rights | Atribución 3.0 España | * |
dc.rights.uri | http://creativecommons.org/licenses/by/3.0/es/ | * |
dc.subject | Home learning | es_ES |
dc.subject | COVID-19 | es_ES |
dc.subject | Medical student | es_ES |
dc.subject | Blended learning | es_ES |
dc.subject | Clinical skills circuits | es_ES |
dc.subject | Internal medicine | es_ES |
dc.title | An example of adaptation: experience of virtual clinical skills circuits of internal medicine students at the Faculty of Medicine, University of Granada (Spain) during the COVID-19 pandemic | es_ES |
dc.type | journal article | es_ES |
dc.rights.accessRights | open access | es_ES |
dc.identifier.doi | 10.1080/10872981.2022.2040191 | |
dc.type.hasVersion | VoR | es_ES |