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Practical guidelines to build Sense of Community in online medical education
Author(s) -
Meer Gerben H.,
Milota Megan,
Jonge Rosalein R.,
Jansen Renée S.
Publication year - 2021
Publication title -
medical education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 1.776
H-Index - 138
eISSN - 1365-2923
pISSN - 0308-0110
DOI - 10.1111/medu.14477
Subject(s) - thematic analysis , focus group , medical education , qualitative research , psychology , online community , exploratory research , online discussion , community of inquiry , cognition , covid-19 , computer science , medicine , world wide web , sociology , anthropology , social science , disease , pathology , neuroscience , infectious disease (medical specialty)
Objectives Sense of Community (SoC) refers to the cognitive or emotional connections established between physically separated learners; it is essential for study success. The recent COVID‐19 pandemic highlighted the need for practical guidelines to facilitate building a SoC in online medical preclerkship education in the Netherlands. Therefore, this qualitative study aims to (a) examine perceptions of SoC from both students’ and teachers’ perspectives in an online elective course during the COVID‐19 pandemic in order to (b) provide a conceptual framework with practical guidelines to medical educators on how to build SoC in online education. Methods The study had an exploratory qualitative design. Semi‐structured focus groups with student (n = 15) and teacher (n = 5) volunteers were conducted. Participants discussed their experienced SoC using the storyline method. In addition, course developers (n = 2) were interviewed and lecturers (n = 5) wrote an experience story. Audio‐ and video‐recordings were transcribed verbatim and both the ensuing transcripts and experience stories were analysed using an inductive thematic analysis. Results All students experienced an increase of SoC during the eight‐week course. Five themes were identified: ‘social contacts made possible by a physical campus’, ‘group dynamics’, ‘teacher influence’, ‘education format’ and ‘teachers’ Sense of Community’. The authors formulated challenges and practical guidelines on how to build SoC based on these themes. Conclusions This exploratory qualitative study provides a conceptual framework with practical guidelines for medical educators on how to build SoC in online medical preclerkship education. These guidelines provide a valuable starting point to build SoC in online education for medical educators and students alike.