An online educational model in andrology for student training in the art of scientific writing in the COVID-19 pandemic.

My Personal Viewpoint on an Online Educational Model in Andrology

Dr. Sulagna Dutta responds to questions from Ashok

Q1. How did the COVID-19 pandemic impact traditional andrology education and necessitate the shift to an online educational model?

Dr. Dutta: The COVID-19 pandemic led to significant disruptions in traditional educational systems, including the suspension of in-person teaching in andrology. This challenge necessitated a swift transition to an online educational model to maintain continuity in educational and training programs. The American Center for Reproductive Medicine (ACRM) responded to these challenges by developing an inaugural ACRM Online Mentorship Program, designed to support and continue the education of students in the field of andrology. The shift to an online model was driven by the need to adapt to the restrictions imposed by the pandemic while ensuring that educational objectives and the quality of training were maintained.

Q2. What are the five core pillars of andrology research emphasized in the ACRM Online Mentorship Program, and why are they considered critical for scientific writing and research in andrology?

Dr. Dutta: The ACRM Online Mentorship Program emphasized five core pillars of andrology research: scientific writing, scientific methodology, understanding plagiarism, development of soft skills, and basic knowledge of andrology. These pillars are critical for scientific writing and research in andrology because they collectively provide a comprehensive foundation necessary for conducting high-quality research. Scientific writing and methodology are essential for generating and reporting research findings accurately. Understanding plagiarism is crucial for maintaining ethical standards. Soft skills, such as communication and time management, are vital for collaborative research efforts, while a solid foundation in andrology ensures that research is grounded in relevant and current scientific knowledge.

Q3. How does the program address the challenge of teaching practical and laboratory skills in an online format?

Dr. Dutta: The ACRM Online Mentorship Program adapted to the challenge of teaching practical and laboratory skills in an online format by focusing on scientific writing projects, regular online meetings including expert lectures, formative assessments, and a student-centered approach. Although the program could not replicate hands-on laboratory experiences directly, it emphasized the development of scientific literacy, critical analytic skills, and understanding of research methodologies, which are foundational to practical and laboratory skills in andrology. The program utilized a range of digital tools and platforms for interactive learning and engagement.

Q4. What methodologies were employed in the program to ensure mentees' understanding and avoidance of plagiarism in scientific writing?

Dr. Dutta: To ensure mentees' understanding and avoidance of plagiarism in scientific writing, the program employed several methodologies, including focused training on plagiarism through lectures and the incorporation of plagiarism analysis in weekly written submissions. Mentees received education on the importance of originality in research, the use of similarity index reporting to detect potential plagiarism, and discussions on how to avoid unintentional plagiarism. These methodologies provided mentees with the knowledge and tools to recognize, understand, and avoid plagiarism in their scientific writing.

Q5. How does the program assess the development of soft skills among mentees, and why are these skills important in medical research and practice?

Dr. Dutta: The program assessed the development of soft skills among mentees through weekly assessments conducted by mentors, focusing on qualities such as punctuality, initiative, attention to detail, critical thinking, self-organization, and effective communication. Soft skills are important in medical research and practice because they enhance teamwork, improve communication with peers and mentors, and facilitate the management of research projects. By assessing and developing these skills, the program aimed to prepare mentees for the collaborative and interdisciplinary nature of medical research and practice, ensuring they are well-equipped to contribute effectively in professional settings.

Sulagna Dutta, PhD: Short Biography

Sulagna Dutta, PhD

Assistant Professor

School of Life Sciences

Manipal Academy of Higher Education

Dubai, UAE

Email: sulagna_dutta11@yahoo.com

ORCID id: https://orcid.org/0000-0002-7893-5282

My Personal Viewpoint on an Online Educational Model in Andrology

Dr. Haitham Elbardisi responds to questions from Ashok

Q1. In what ways did the program adapt its teaching strategies to accommodate the online format and ensure engagement and effective learning?

Dr. Haitham: The program adapted its teaching to an online format by developing a collaborative model with clear outcomes, focusing on scientific processes, and providing real-time feedback. It emphasized interactive learning over lectures and fostered a partnership between mentors and students to enhance knowledge assembly and application.

Q2. How does the ACRM Online Mentorship Program facilitate the development of basic andrology knowledge among its participants?

Dr. Haitham: The ACRM program (while under the leadership of Prof. Ashok Agarwal) was a platform that brought together high-caliber clinicians and researchers from around the world. Through this platform, junior medical students and doctors have the opportunity to interact with seasoned professionals, which is otherwise difficult to achieve. The seniors provided an exceptional opportunity to teach basic and advanced research skills and guide the summer interns through the process of publishing their first real-time research in peer-reviewed journals. The ACRM thus served as an excellent platform for knowledge sharing and learning.

Q3. What were the significant outcomes and mentee developmental improvements reported in the study, and how do these outcomes compare to traditional in-person education methods?

Dr. Haitham: Throughout the course schedule, regular assessments were conducted starting from enrolment until the exit from the program. These assessments can be divided into four categories: formative assessment, final assessment (presentation and writing assignments), soft skills assessment, and surveys (weekly and final exit surveys). The online survey was reviewed and approved by the Institutional Review Board (IRB) of Cleveland Clinic.

The outcome of the assessments was remarkable, and there was excellent online engagement. The virtual colloquium meeting was rated very good, and the majority of mentees strongly agreed or agreed with each statement. They found the learning objectives to be clear and meticulously organized. Finally, the pre-and post-program questionnaires showed significant improvement in the mentees' skills in all five core outcomes.

Q4. How does the one-on-one expert mentorship in the ACRM program enhance the learning outcomes in scientific writing and methodology for mentees?

Dr. Haitham: The one-on-one mentorship provided the mentee with an exceptional opportunity to receive guidance from experts on planning and collaboratively writing scientific manuscripts. This consisted of didactic lectures, followed by explanations and a step-by-step writing, and reviewing process.

Q5. What future implications and recommendations does the study suggest for the integration of online educational models in medical and scientific training programs, particularly in the field of andrology and reproductive medicine?

Dr. Haitham: A good online education setup allows learners to connect with expert mentors in andrology, offering valuable content, which is vital since such experienced researchers are rare.

Haitham Elbardisi, MD: Short Biography