This session explores the impact the COVID-19 pandemic has had on the health professional learning space as it transitioned from in-person to online and/or hybrid interactions between teachers and learners. The panel of presenters, representing a diverse set of institutions, disciplines, faculty, and student perspectives, will share their experiences and lessons learned during the past year to inform teaching and learning best practices in PBL, basic science, and clinical instruction. Some of the outcomes may be surprising and will highlight how we’ve evolved as educators and students.
Seminar Downloads
Dr. Wisco earned his B.S. in Biology at the University of Washington, Seattle, WA in 2004, and Ph.D. in Anatomy and Neurobiology from the Boston University School of Medicine (BUSM) in 2003. He completed postdoctoral work in Radiology at the Athinoula A. Martinos Center for Biomedical Imaging and Massachusetts General Hospital, Cambridge, MA in 2006. He was an Assistant and an Associate Professor of Integrative Anatomy at the David Geffen School of Medicine, Department of Pathology and Laboratory Medicine, University of California, Los Angeles (UCLA) until 2012. Most recently, Dr. Wisco returned to BUSM from Brigham Young University, Provo, UT, where he was Associate Professor and Director of the Laboratory for Translational Anatomy of Degenerative Diseases and Developmental Disorders, College of Life Sciences, Department of Physiology and Developmental Biology, and Neuroscience Center. He was also Associate Director of the BYU MRI Research Facility. Dr. Wisco also held an Adjunct Associate Professor position in the Department of Neurobiology and Anatomy at the University of Utah School of Medicine, Salt Lake City, UT.
Jaya Yodh, PhD is a Teaching Associate Professor in the Department of Biomedical and Translational Sciences at Carle Illinois College of Medicine (Carle Illinois), an engineering-integrated medical school at the University of Illinois at Urbana-Champaign (UIUC). She has 23 years of professional expertise encompassing medical education in settings of both traditional and integrated curricula along with interdisciplinary teaching and research bridging biomedical and quantitative sciences. At Carle Illinois, Dr. Yodh holds multiple educational roles as a Medical Education Problem-Based Learning (PBL) Facilitator, Biochemistry Thread Director, and Director of the USMLE Step 1 Review course. Her current medical educational and research interests focus on integration of the basic sciences within systems-based curricula, innovations in PBL, and USMLE Step 1 preparation. Prior to joining Carle Illinois, Dr. Yodh held positions on the Biochemistry Faculty at Midwestern University, AZCOM in Glendale, Arizona from 1997-2006 where she taught students in the Doctor of Osteopathic Medicine, Physician Assistant, and Biomedical Sciences programs, and then at the UIUC Department of Physics until 2017 serving in dual roles as Research Faculty and Director of Education and Outreach for an NSF Physics Frontiers Center where she directed research-based courses in biological physics. Her research has led to publications on Med-Ed innovations and genome maintenance and chromatin dynamics using single-molecule biophysics tools.
I am a senior medical student at Norwich Medical School in the UK. Currently, I am undertaking a master’s degree in Clinical Education before I begin my final year of medical school in September. This year I have worked to reduce OSCE-associated stress among first-year MBBS students, and I am conducting a systematic review to evaluate the impact of near-peer teaching among senior medical students. I have a keen interest in medical education and have led or facilitated a range of educational events during the pandemic and subsequent lockdowns including working as a PBL facilitator. This experience has provided several insights into online learning, especially with undergraduate medical students. Therefore, when Coiado et al. shared their article on online PBL I felt qualified to reply and share my experiences.