Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept
2. Materials and Methods
2.1. Course Development
2.1.1. Phase 1: Emergency Remote Education  Concept (“DigiPath”), Summer Semester 2020
2.1.2. Phase 2: Flipped Classroom Concept, Winter Semester 2020/2021
Flipped Classroom Concept, Part 1: Asynchronous E-Learning Module “DigiPath”
Flipped Classroom Concept, Part 2: Project Phase (“Projects in Pathology”)
2.2. Ethics, Informed Consent
2.3. Surveys and Evaluation
3.2. Overall Satisfaction
3.3. Asynchronous E-Learning Module—“DigiPath”
3.3.1. Satisfaction with Different Teaching Materials
“Even though I wouldn’t say that I didn’t understand [the topics], I took significantly less with me when only slides were uploaded”.
“Some lecturers presented their material in a screencast much more concise and shorter than it would probably have been in a lecture. That was good because it allowed the essentials to stick better and it was more exciting to listen to”.
“Overall, everything was really very clear and extremely well done. In addition because you could watch the videos when you are awake and fit (and take breaks when your concentration drops), you absorb a lot more than usual. On the contrary, I had the feeling that I had just really understood many topics.”
3.3.2. Usability and Structure
3.3.3. Clarity and Appropriateness
“I often had the feeling that I concentrate much more on the videos, because everything could potentially come up in a question. And because it’s a great feeling when you can answer the questions correctly right away!”
3.3.4. Missing of Face-to-Face Interaction
“I find the system without a final exam questionable. You only really prepare for the topics if you are asked about them in some way”.
3.3.5. Perceived Understanding
3.4. Project Phase (“Projects in Pathology”)
“I found it very helpful to have a fixed course that encourages and accompanies research so that you are not completely on your own and lost.”
4.1. Creating Asynchronous Content
4.2. Transition to Seminars/Project Phase
4.3. Transition and Future
4.4. Strengths and Limitations
Institutional Review Board Statement
Informed Consent Statement
Data Availability Statement
Conflicts of Interest
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Holzmann-Littig, C.; Jedlicska, N.; Wijnen-Meijer, M.; Liesche-Starnecker, F.; Schmidt-Bäse, K.; Renders, L.; Weimann, K.; Konukiewitz, B.; Schlegel, J. Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept. Eur. J. Investig. Health Psychol. Educ. 2023, 13, 112-129. https://doi.org/10.3390/ejihpe13010008
Holzmann-Littig C, Jedlicska N, Wijnen-Meijer M, Liesche-Starnecker F, Schmidt-Bäse K, Renders L, Weimann K, Konukiewitz B, Schlegel J. Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept. European Journal of Investigation in Health, Psychology and Education. 2023; 13(1):112-129. https://doi.org/10.3390/ejihpe13010008Chicago/Turabian Style
Holzmann-Littig, Christopher, Nana Jedlicska, Marjo Wijnen-Meijer, Friederike Liesche-Starnecker, Karen Schmidt-Bäse, Lutz Renders, Katja Weimann, Björn Konukiewitz, and Jürgen Schlegel. 2023. "Design and Transition of an Emergency E-Learning Pathology Course for Medical Students—Evaluation of a Novel Course Concept" European Journal of Investigation in Health, Psychology and Education 13, no. 1: 112-129. https://doi.org/10.3390/ejihpe13010008