TY - JOUR AU - Wilcha, Robyn-Jenia PY - 2020 DA - 20/11/18 TI - COVID-19危机期间虚拟医学教学的有效性:系统回顾JO - JMIR Med Educ SP - e20963 VL - 6 IS - 2 KW -虚拟教学KW -医学生KW -医学教育KW - COVID-19 KW -回顾KW -病毒KW -大流行KW -检疫AB -背景:2019年12月，COVID-19出现并在全球迅速传播。导致COVID-19的SARS-CoV-2病毒的传播率很高;因此，世界各国都采取了严格的公共卫生措施，如隔离。这导致全球医学院停课。医学院的附属课程对于帮助学生成为未来医生的信心和能力的发展至关重要。自新冠肺炎疫情爆发以来，医学院一直在想方设法用虚拟临床教学取代医疗实习。目的:本研究的目的是根据目前新兴的文献，回顾新冠肺炎疫情期间医学生虚拟医学教学的优缺点。方法:参考PubMed和谷歌Scholar电子数据库中医学生虚拟教学COVID-19、虚拟本科医学教育、虚拟医学教育COVID-19等关键词，对新冠肺炎疫情期间虚拟教学的应用和效果进行简要定性评价。共发现201篇文章，其中34篇被纳入本研究。手动搜索收录文章的参考文献列表，得到5篇额外的文章。 The findings were tabulated and assessed under the following headings: summary of virtual teaching offered, strengths of virtual teaching, and weaknesses of virtual teaching. Results: The strengths of virtual teaching included the variety of web-based resources available. New interactive forms of virtual teaching are being developed to enable students to interact with patients from their homes. Open-access teaching with medical experts has enabled students to remain abreast of the latest medical advancements and to reclaim knowledge lost by the suspension of university classes and clinical attachments. Peer mentoring has been proven to be a valuable tool for medical students with aims of increasing knowledge and providing psychological support. Weaknesses of virtual teaching included technical challenges, confidentiality issues, reduced student engagement, and loss of assessments. The mental well-being of students was found to be negatively affected during the pandemic. Inequalities of virtual teaching services worldwide were also noted to cause differences in medical education. Conclusions: In the unprecedented times of the COVID-19 pandemic, medical schools have a duty to provide ongoing education to medical students. The continuation of teaching is crucial to enable the graduation of future physicians into society. The evidence suggests that virtual teaching is effective, and institutions are working to further develop these resources to improve student engagement and interactivity. Moving forward, medical faculties must adopt a more holistic approach to student education and consider the mental impact of COVID-19 on students as well as improve the security and technology of virtual platforms. SN - 2369-3762 UR - http://mededu.www.mybigtv.com/2020/2/e20963/ UR - https://doi.org/10.2196/20963 UR - http://www.ncbi.nlm.nih.gov/pubmed/33106227 DO - 10.2196/20963 ID - info:doi/10.2196/20963 ER -