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Examining Osteopathic Medical Students’ Experiences with Distance Learning and Social Connectedness

Journal: Journal of Osteopathic Medicine Date: 2023/12, 123(12):Pages: A46-A47. doi: Subito , type of study: cross sectional study

Full text    (https://www.degruyter.com/document/doi/10.1515/jom-2023-2000/html)

Keywords:

cross sectional study [597]
medical students [402]
osteopathic medicine [1540]
USA [1086]
virtual learning [6]

Abstract:

Statement of Significance: Several medical schools are opening regional campuses and delivering education via virtual activities. However, minimal research has assessed the impact of the multi-campus structure on medical students. The physical division between the campuses brings into question how social connectedness is affected. Peer and faculty interactions have an important impact on a student’s development. Positive student-faculty and peer relationships have benefits academically, socially, and psychologically. The purpose of this study was to examine first and second year osteopathic medical students’ experiences with distance learning and level of social connectedness across a three-campus medical school. Research Methods: In this descriptive, cross-sectional study, we assessed students’ ability to communicate purposefully in their environment and develop interpersonal relationships with their professors and peers. The electronic, anonymous survey was distributed to all first and second year osteopathic medical students currently enrolled at the main campus and two distance campuses of the Ohio University Heritage College of Osteopathic Medicine. Chi-Square tests examined differences by medical campus and communication comfort levels. Statistical significance was defined as a p-value less than 0.05. Analyses were conducted using SPSS statistical software version 28.0. Data Analysis: Of the 424 students invited to participate, 230 completed the electronic, anonymous survey (mean age=24.7±2.9 years, 53.0% female, 78.7% White, 10.4% Asian, 4.8% Black, 56.1% OMS I) yielding a response rate of 54.2%. Only 48.3% (n=111) of participants felt interaction with faculty at other campuses was important, and 18.7% (n=43) felt interaction with students at other campuses was important. Further, 39.1% (n=90) of participants never interacted with faculty from another campus, and 34.3% (n=79) never interacted with students from another campus. Interestingly, only 22.2% (n=51) of participants felt very comfortable interacting with faculty from other campuses, and 14.3% (n=33) felt very comfortable interacting with students from other campuses. Lastly, participants at the regional campuses felt more comfortable interacting with faculty (χ2=8.301; p=0.016) and students (χ2=9.291; p=0.010) from the other campuses compared to participants from the main campus. Conclusion: Interventions designed to enhance interaction are needed at this three-campus medical school. A significant number of participants did not interact, feel comfortable interacting, or felt that interaction was not important with students and faculty of other campuses. Additional research with a greater number of multicampus institutions is needed to support the generalizability of these findings. The impact of decreased interaction was not conducted with this study. Further, research is needed to see the impact on the development of interpersonal skills, social, and academic success within a multi-campus institution. It is significant to understand how a medical institution’s structure affects interpersonal and academic development. Comfortability with communication and cooperation are necessary skills that need to be advanced among medical students to enable them to effectively work within interprofessional healthcare teams.


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