Abstract
PURPOSE: The COVID‐19 Pandemic has had a profound effect on almost all aspects of our lives. One of the most critical and lingering effects is how it triggered drastic changes to the way Educational Content is delivered to medical students. In March of 2020, the first COVID patient was documented in Mississippi. This led to the almost immediate transitioning of the Pre‐Clinical Medical Curriculum to virtual/online. From that point forward, content and delivery methods were distinctly different than at any other time in history. The Pandemic forced us to rapidly accelerate the learning curve to adopting new ways to think about Education and the delivery of Educational content. Many of the approaches that were mastered under the duress of a Pandemic are now the “new normal” for Education and interactions with students. Data‐driven, evidence‐based information is necessary to guide continuous quality improvement and ensure educational program objectives are successfully met. METHODS: The objectives of this study were to determine if there were measurable effects of the Pandemic on student outcomes in a Medical Pharmacology course. If so, effectively utilize the information to provide oversight and evaluation of the content, the delivery methods, and student engagement and satisfaction. The aggregate exam performances of students prior to the Pandemic were evaluated and compared to performances of students during the ongoing Pandemic. Data were evaluated for each of three years. In addition, student feedback and engagement information was evaluated in the context of the Pandemic. RESULTS: Student performance on examinations pre‐Pandemic and Post‐Pandemic were analyzed. Averages on individual exams, overall exam averages, and distribution shapes were compared in the context of when the Pandemic began. Pre‐COVID data was compared to COVID‐1 (virtual/online, no in‐person sessions) and COVID‐2 (hybrid, masked, socially distanced) data. Overall exam averages for the three groups were statistically similar (~5% variation). This is not surprising for the COVID‐1 group as only one exam was affected by the Pandemic. However, it is surprising for the COVID‐2 group which was under Pandemic protocols for the whole year. Comparison of the individual exam averages, appropriate for the Pre‐COVID group and the COVID‐2 group were also statistically similar with the COVID‐2 group scoring slightly higher on 4 of the 5 exams. This is consistent with student feedback and evaluations indicating that despite the Pandemic, the COVID‐2 group felt that the content and delivery was very satisfactory. Due to the Pandemic, The COVID‐1 group did not take the Pharmacology Subject Exam. The COVID‐2 group did and overall the scores were lower than those of the Pre‐COVID group. CONCLUSIONS: The approaches that were used to manage the COVID‐19 Pandemic and deliver our Educational Content worked in the short term. Examination scores and student feedback did not show an adverse result from the Pandemic. However, the trends in the Pharmacology Subject Exam scores indicate that there is a disconnect that needs to be investigated further. We are currently collecting more refined data in order to develop a sound plan of action and ensure that we continue to successfully meet the Medical Education needs of our students.