Innovations in Medical Education: A Challenge Turned Opportunity
June 21, 2024
Innovations in Medical Education: A Challenge Turned Opportunity
By Garret Royce Dychiao, UPCM Class 2027
The COVID-19 pandemic catalyzed a seismic shift in the educational landscape, propelling traditional classrooms into the digital realm as institutions scrambled to adapt to the new reality of online learning. As schools grappled with unprecedented challenges, the once-familiar rhythms of in-person instruction were abruptly disrupted – giving way to a rapid and tumultuous transition to remote learning modalities. Overnight, educators were tasked with navigating uncharted online territory, students found themselves immersed in virtual classrooms from kitchen tables, and parents became unexpected facilitators of home-based education. The pandemic not only emphasized existing disparities in access to technology and internet connectivity but also ushered in a profound reimagining of the very nature of education itself, with implications likely to resonate long after the virus has been contained.
In 2023, the University of the Philippines Manila (UPM) subcommittee on students in distress conducted a comprehensive examination of the experiences, perceptions, and knowledge of both its students and faculty members during the pandemic. The study focused on identifying top stressors, their impacts, and coping strategies that were employed. The investigation underscored the predominant stressors experienced by both students and faculty that were found to significantly affect the well-being and academic performance of individuals within the university community. This revealed themes such as blurred boundaries between academic and personal life, familial responsibilities, reduced socialization opportunities, limited recreational outlets, adaptation to new social norms, and challenges with internet connectivity. Meanwhile, both students and faculty exhibited similar coping mechanisms in response to these stressors by seeking online social connections, engaging in media consumption, and prioritizing rest. However, despite these commonalities, marked differences in perception emerged between faculty and students, especially regarding academic performance, family dynamics, financial worries, social isolation, access to technology, and awareness of support services. These emphasized the need for targeted interventions that would address the identified stressors and bridge the gap in perceptions between faculty and students. Key recommendations include improving communication channels to enhance awareness of university support services among students; implementing strategies to mitigate stressors related to academic and personal life; and fostering a supportive environment that promotes well-being and academic success within the university community.
UPCM Class 2025 with digital dissectors during their LEAP last July 2021
As the months drew by, it became clear that medical education would never be the same; yet, no other department embraced this change greater than the Department of Anatomy of the University of the Philippines College of Medicine (UPCM). The department embraced new educational tools and softwares to facilitate lectures, demonstrations, and group discussions in the online setting. As vaccination efforts progressed and the establishments began to reopen, the department launched the Learning Enhancement in Anatomy Program (LEAP) in July 2021, aimed at reinforcing students' understanding of gross and correlative anatomy. Utilizing prosected cadavers, anatomical models, virtual dissection tables, virtual reality headsets, and clinical skill stations, LEAP provided a unique learning experience that highlighted practical correlations with anatomical structures. The year after, a subsequent installment was organized, where additional teaching methods were included — hands-on procedure stations with Thiel-embalmed cadavers for thoracentesis training and histology stations equipped with individual light microscopes and curated histologic slides. The department also made use of Virtual 3D Anatomy Dissection Tables by Anatomage, plastinated specimens, and a digital slide scanner.
Among the innovations during the LEAP program was the use of virtual microscopy in studying histology. To compare this with its previous modality, a satisfaction survey was conducted by Dr. Blesile Mantaring and Dr. Jose Tecson in June 2022 involving 160 students, 79 assigned to the light microscopy group and 81 to the virtual microscopy group. Analysis revealed no disparities in net ratings across various domains, including ease in locating structures, ability to identify structures correctly, method-enhancing learning, and overall satisfaction. However, a notable distinction emerged in the ease of adjusting image quality, with the light microscopy group rating significantly higher at 97.5% compared to 58% in the virtual microscopy group. Overall, those with light microscopes exhibited a more positive attitude toward their learning enhancement ability, expressed greater satisfaction, and experienced greater ease in manipulating image quality. Despite these differences, the accuracy of identifying histological structures remained consistent across both platforms, affirming the effectiveness of virtual microscopy nonetheless.
Another innovation was the use of digital dissectors alongside formalin-preserved cadavers and plastinated specimens, which were primarily used in teaching head and neck anatomy. Students found that although formalin-preserved and soft-embalmed cadavers presented the most accurate anatomy, the virtual dissector and plastinated specimens presented a promising, sustainable, and reusable alternative. Cadaveric dissection videos were also used as a supplement to enhance students' understanding of anatomical structures and demonstrate the complete dissection procedure. The pilot video on gastrointestinal anatomy received overwhelmingly positive feedback, with 97% to 99% strongly agreeing that these were easily accessible and were of high-quality audio and video. Approximately 68% to 70% strongly agreed that the videos improved their understanding and made the learning experience enjoyable while around 70% expressed willingness to recommend it to their peers. Without a doubt, the dissection videos provided accessible, good quality, and helpful aids in the study of gross anatomy.
In retrospect, when asked to evaluate the LEAP program, the majority of students strongly agreed and resonated with various positive statements. However, it is notable that traditional learning methods received higher ratings compared to virtual systems, albeit with noticeable inter-student variation in preference for teaching modalities. Despite this, all LEAP stations were satisfactorily evaluated, with gross anatomy stations generally rated higher than histology stations. Notably, a significant improvement in post-test scores compared to pre-test scores was observed across anatomy and histology subcategories, as well as in six out of seven organ system modules, indicating improved learning outcomes. Moreover, perceived behavioral outcomes were generally positive among participants.
The UP Manila Virtual Learning Environment (VLE) and Canvas platforms also allowed the college to cater to online learning. These robust online learning sites revolutionized the traditional classroom experience, offering students unprecedented flexibility and accessibility to educational resources. Through VLE and Canvas, students are able to engage in virtual classrooms, participate in asynchronous lectures, collaborate with peers for group projects, take timed examinations, and communicate with instructors regarding feedback and support. These also enable faculty members to deliver course content effectively, track student progress, and tailor instructions to meet individual learning needs. Furthermore, these platforms serve as invaluable resources for self-directed learning, empowering students to explore topics at their own pace, revisit lectures as needed, and delve deeper into areas of interest through supplemental and recommended materials.
UPCM Class 2025 with digital dissectors during their LEAP last July 2021
The integration of these innovative programs has catalyzed a profound transformation in medical education. In the face of challenges posed by the COVID-19 pandemic, the College has seized upon the online paradigm as an opportunity to reimagine and enhance the delivery of medical education. Through LEAP, students have gained access to immersive learning experiences that combine traditional teaching methods with cutting-edge technologies, fostering deeper understanding and engagement. Meanwhile, VLE and Canvas have provided a robust framework for delivering course content, facilitating collaboration, and empowering students to take charge of their learning journey. This embrace of technology-driven pedagogies reflects the College's commitment to innovation and excellence — equipping future healthcare professionals with the skills, knowledge, and adaptability needed to thrive in a rapidly evolving healthcare landscape.
The upheaval caused by the COVID-19 pandemic thrust the education sector into a period of unprecedented change. Amidst this shift, UPCM stood out; embracing technological innovations and pioneering new approaches to medical education. Initiatives like LEAP exemplify this commitment, offering students immersive learning experiences, and taking advantage of technological advancements together with traditional methods. Moreover, the adoption of advanced online platforms has revolutionized the delivery of course content, fostering collaboration and empowering students as self-directed learners. As the College continues to navigate the challenges of the pandemic, its embrace of innovation underscores dedication to excellence and readiness to equip future healthcare professionals for success in a rapidly evolving healthcare landscape.