Indian Journal of Dermatology
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E-IJD® - ORIGINAL ARTICLE
Year : 2022  |  Volume : 67  |  Issue : 4  |  Page : 477

Applying the student response system in the online dermatologic video curriculum on medical students' interaction and learning outcomes during the COVID-19 pandemic


1 From the Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center; Graduate Institute of Medical Sciences; Department of General Medicine, Tri-Service General Hospital, Taipei, Taiwan
2 Department of General Medicine, Tri-Service General Hospital, Taipei, Taiwan
3 Department of Rheumatology/Immunology and Allergy, Department of Internal Medicine, Tri-Service General Hospital, National Defense Medical Center, Taipei, Taiwan
4 School of Public Health, School of Medicine, National Defense Medical Center, Taipei, Taiwan
5 From the Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center; Graduate Institute of Medical Sciences; Vice Chairman, School of Medicine, National Defense Medical Center, Taipei, Taiwan

Correspondence Address:
Wei-Ming Wang
Department of Dermatology, Tri-Service General Hospital, National Defense Medical Center, No. 325, Sec. 2, Chenggong Rd., Neihu Dist., Taipei City 114
Taiwan
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/ijd.ijd_147_22

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Background: The coronavirus disease 2019 (COVID-19) pandemic impacted medical education worldwide. Online lecture is increasingly prevalent in higher education, but students' completion rate is quite low. Aims: This study aimed to determine the effectiveness of the student response system (SRS) in the online dermatologic video curriculum on medical students. Methods: A prospective study was conducted on 176 undergraduate fourth-year medical students. The online video lecture was integrated with SRS. Results: A total of 173 students completed the pre-test, and the attendance rate (pre-test/total) was 98.3%. A total of 142 students completed the post-test, and the completion rate (post-test/pre-test) was 82.8%. The post-test score (83.69 ± 4.34) was found to be significantly higher than that of the pre-test (62.69 ± 6.08, P =0.0002). A total of 138 students completed the questionnaire, and 92% of students opined that SRS was easy to operate. 86% of students agreed with the fact that the use of SRS could increase their learning performance by interacting with teachers. In the open-ended question, students stated that SRS offered opportunities for student–faculty interaction, allowed them to get immediate feedback, and promote active participation. Conclusions: These results highlight that the integration of SRS in the online video curriculum increases students' completion rates and learning outcomes. Moreover, the SRS is easy to operate for the students and enhances student–faculty interaction. The SRS may be adopted in online learning during this challenging time.


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