International Journal of Emerging and Disruptive Innovation in Education : VISIONARIUM


Background: Medical education has undergone major changes in the past 5 years to adapt to the digital-centered student population with diverse learning preferences. To address the challenges of shifting delivery modalities, multimedia resources were created to provide interactive e-learning material on infectious diseases for year 2 medical students.

Methods: Medical students at a USA-accredited Caribbean medical school were provided with supplemental e-learning materials including animations, illustrations, diagnostic algorithms aka MedMicroMaps, and Case-Based tutorials. Participants were classified by semester and lecture delivery: In-person: Cohort 1 (n=526); Virtual: Cohort 2 (n=651); and Hybrid: Cohort 3 (n=928), Cohort 4 (n=865). User engagement was assessed with viewer tracking via QR scans, Panopto server and Digication website and a feedback survey.

Results: Analysis of user engagement with the Animations (Cohorts 1-3) or MedMicroMaps website (Cohort 4) indicated highest viewing with Cohort 1 (in person, 67.5%, n=355), lowest viewing with Cohort 2 (virtual, 2%, n=18) and intermediate viewing with Cohort 3 (hybrid, 33%, n= 307) and Cohort 4 (hybrid, 57.6%, n=488). Most responses of Cohort 4 (68.4%, n=54) indicated “Extremely satisfied” with an additional 12.6% (n=10) reporting “Somewhat Satisfied” for 5-point Likert rating of multimedia resources.

Conclusions and Future Directions: The provided supplemental e-learning resources were collectively beneficial to students during pre-, during and post-pandemic with in-person or hybrid lecture delivery format; however, user engagement was diminished during strict virtual delivery. The MedMicroMaps project is ongoing with integration into the 2-year infectious disease osteopathic medicine curriculum and conversion to immersive technology platforms, leveraging the computational power of generative artificial intelligence.





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