Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic

Dominic A Fitzgerald; Karen M Scott; Michael S Ryan

doi:10.1007/s00431-021-04149-1

Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic

Eur J Pediatr. 2022 Feb;181(2):447-452. doi: 10.1007/s00431-021-04149-1. Epub 2021 Jul 29.

Authors

Dominic A Fitzgerald^{1

2}, Karen M Scott³, Michael S Ryan⁴

Affiliations

¹ Department of Respiratory Medicine, The Children's Hospital at Westmead, Locked Bag 4001, Westmead, Sydney, New South Wales, 2145, Australia. dominic.fitzgerald@health.nsw.gov.au.
² Discipline of Child and Adolescent Health, The Children's Hospital at Westmead Clinical School, Faculty of Health Sciences, University of Sydney, Westmead, Sydney, New South Wales, 2145, Australia. dominic.fitzgerald@health.nsw.gov.au.
³ Discipline of Child and Adolescent Health, The Children's Hospital at Westmead Clinical School, Faculty of Health Sciences, University of Sydney, Westmead, Sydney, New South Wales, 2145, Australia.
⁴ Children's Hospital of Richmond at Virginia Commonwealth University, Richmond, VA, 23298, USA.

Abstract

Face-to-face education as the traditional basis for medical education was disrupted by the COVID-19 pandemic as learners and educators were moved online with little time for preparation. Fortunately, as online learning has grown, together with medical education shifting to problem-based and team-centered learning over the last three decades, existing resources have been adapted and improved upon to meet the challenges. Effective blended learning has resulted in innovative synchronous and asynchronous learning platforms. Clearly, to do this well requires time, effort, and adjustment from clinicians, educators, and learners, but it should result in an engaging change in teaching practice. Its success will rely on an evaluation of learning outcomes, educator and learner satisfaction, and long-term retention of knowledge. It will be important to maintain ongoing assessment of all aspects of the medical education process, including how to best teach and assess theory, physiology, pathology, history-taking, physical examination, and clinical management.Conclusion: The COVID-19 pandemic triggered emergency transitional processes for teaching and assessment in medical education which built upon existing innovations in teaching medicine with the use of technology. These strategies will continue to evolve so as to provide the basis for an enduring hybrid teaching model involving blended and e-learning in medical education.. What is Known: • Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in online educational approaches and techniques. • Being able to adapt to new and innovative integrated teaching methods is of key importance when becoming a competent teacher. What is New: • This review presents an up-to-date summary of best practice in blended and e-learning and how it may be optimally delivered. • Knowledge of the principles of e-learning, and how people learn more generally, helps pediatricians shape their clinical teaching and facilitates better interaction with medical students and residents.

Keywords: Clinical teaching; Active learning; Blended pediatric education; Blended learning; Online learning.

Publication types

Review

MeSH terms

COVID-19*
Child
Computer-Assisted Instruction*
Humans
Pandemics
SARS-CoV-2
Students, Medical*