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Frost E, Starnes S. 118 Simulation for Novice Anaesthetists: Addressing Training Gaps Created by a Global Pandemic. Simul Healthc 2021. [DOI: 10.54531/mvnw1487] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
It is well documented that the COVID-19 pandemic is having a huge impact on doctors in training. Much of novice anaesthetists’ training is delivered during high turnover, elective theatre lists of low-risk patients The aim of the study was to create a trust-wide high-fidelity simulation course for novice anaesthetists, focussing on confidence building and preparation for on-calls, together with clinical and non-technical management of specific anaesthetic complications.A pre-course questionnaire aided a learning needs analysis and informed the learning objectives. Poor confidence due to lack of training was a common theme. Issues identified included limited case numbers, exposure to common emergencies and difficulty progressing to more distant supervision. Using a standardized scenario authoring platform (IRIS) we collaborated with a multi-professional faculty group to design a 1-day simulation course. To ensure an authentic learner experience, scenarios were designed for delivery in a high-fidelity simulation suite using Laerdal SimMan3G with LEAP software. Familiar clinical equipment, such as a Datex Ohmeda anaesthetic machine, was used and access to typical cognitive aids provided to mirror a real theatre environment.Initially, participants prepared for an anaesthetic induction following standard operating procedures, including performing the World Health Organisation Surgical Safety Checklist. They then carried out this uncomplicated induction with the assistance of a trained Operating Department Practitioner. This aided in embedding good clinical practice and promoted patient safety. A second scenario followed, during which an emergency unfolded. The group observed each scenario through a video link and contributed to a consultant-led debrief. To assess course impact participants completed post-course questionnaires. Confidence universally improved after the course. Every attendee found the course useful and was highly likely to recommend it to a colleague. For several participants, this provided their first experience carrying out an emergency anaesthetic induction without direct supervision. In this setting, simulation has been used as a valuable tool to supplement clinical exposure where there were significant barriers to traditional training methods. We intend to further develop this course to become an integral part of novice anaesthetic training within our trust.
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Harjanto T, Setiyarini S, Prihatiningsih TS. Clinical Learning in Medical and Health Professions Education amid COVID-19 Pandemic: A Literature Review of Various Methods and Innovations. Open Access Maced J Med Sci 2021. [DOI: 10.3889/oamjms.2021.7845] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
BACKGROUND: COVID-19 has caused disruption to medical education and health care systems around the world. The highly contagious nature of the virus makes it difficult for educational institutions to continue their studies as usual, thus affecting the medical and health professions education which is based on face-to-face lectures, practicum, skills laboratories, and clinical practice in health facilities.
AIM: This paper discovers clinical learning initiatives across the globe and highlights the contribution toward educational processes.
METHODOLOGY: This study utilized an integrated literature review method. A systematic search for articles published was performed in Springer, ScienceDirect, PubMed, and EBSCOHost. Primary search monetary terms were e-learning (all synonyms) and health sciences education (all synonyms), including COVID-19. Articles published within the period of COVID-19 pandemic included in this study. For the synthesis, the 20 included studies selected were coded. In this study, data were synthesized through narrative synthesis using thematic analysis (TA). To identify the recurrent themes author followed six steps when synthesizing data using TA, for example, familiarizing with the data, developing initial (sub) codes, searching for (sub) themes, reviewing (sub) themes, compiling ideas or issues, and producing final data in line with the study aims and objectives.
RESULTS: Out of records identified, a total of citations was screened, of which 20 were found to be of relevance to this study most were quantitative (14.70%) in design. Studies were published in 2020 since the beginning of COVID-19 pandemic. The geographical range of papers covered mostly the moderate-income regions. On conducting TA of the included studies, it was possible to obtain two broad descriptive themes/categories: enablers or drivers of, and barriers or challenges to, under which important themes have emerged.
CONCLUSION: Study suggests that developing e-learning in effective clinical learning is needed, not only limited to moving the learning process but also needing to follow the instructional design, so that learning outcomes can be achieved by students. In addition, a learning process that promotes self-directed-learning is needed so that students have flexibility, use relevant learning styles and are able to integrate knowledge, skills and attitudes as a meaningful learning process.
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Chu LF, Kurup V. Graduate medical education in anaesthesiology and COVID-19: lessons learned from a global pandemic. Curr Opin Anaesthesiol 2021; 34:726-734. [PMID: 34608056 PMCID: PMC8577310 DOI: 10.1097/aco.0000000000001065] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
PURPOSE OF REVIEW The recent global pandemic has dramatically altered the anaesthesiology educational landscape in unexpected ways. It is important that we pause to learn from this crisis. RECENT FINDINGS Most resident trainees actively caring for COVID-19 patients present with probable or subclinical finding of post-traumatic stress disorder. Anaesthesia resident training programmes evolved to continue the mission of anaesthesia education in the face of institutional restrictions and evolving clinical crises. SUMMARY The recent global COVID-19 pandemic has illustrated how external stressors can cause significant disruption to traditional medical education pathways. Resilience to external disruptive forces in anaesthesia education include a willingness of leadership to understand the problem, flexibility in adapting to the needs of learners and instructors in the face of key challenges, deployment of technology and innovation-minded solution-finding where appropriate, and attention to Maslow's hierarchy of needs. VIDEO ABSTRACT http://links.lww.com/COAN/A77.
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Affiliation(s)
- Larry F. Chu
- Department of Anesthesiology, Stanford Anesthesia Informatics and Media (AIM) Lab, Stanford University School of Medicine, Palo Alto California
| | - Viji Kurup
- Department of Anesthesiology, Yale University School of Medicine, New Haven, Connecticut, USA
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[Anesthesiology Seminar in Times of COVID-19: a Hybrid Model evolving from Digital and Virtual Lessons]. Anasthesiol Intensivmed Notfallmed Schmerzther 2021; 56:782-790. [PMID: 34820816 DOI: 10.1055/a-1543-2913] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
On March 14, 2020, the first Bavaria-wide exit restriction was imposed and university teaching in its familiar form was drastically restricted. For intensive care physicians and anesthetists, there was a special area of tension in many places due to the extraordinary demand for the treatment of critically ill patients and the restructuring and maintenance of teaching. We report on the realignment of the anesthesia seminar in an online flipped classroom and the development towards a hybrid model. As such, an adequate transfer of knowledge could take place under difficult conditions and at the same time the teaching concept could be further developed.
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Santiesteban L, McKenney M, Elkbuli A. Mentorship: A Millennia-Old Remedy for Learner Success Amidst the COVID-19 Pandemic. J Surg Res 2021; 267:593-597. [PMID: 34265603 PMCID: PMC8933628 DOI: 10.1016/j.jss.2021.06.038] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/27/2020] [Revised: 06/01/2021] [Accepted: 06/10/2021] [Indexed: 12/16/2022]
Affiliation(s)
- Luis Santiesteban
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA
| | - Mark McKenney
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA,University of South Florida, Tampa, FL
| | - Adel Elkbuli
- Department of Surgery, Division of Trauma and Surgical Critical Care, Kendall Regional Medical Center, Miami, FL, USA,Corresponding Author. Adel Elkbuli, MD, MPH, Department of Surgery, Kendall Regional Medical Center, 11750 Bird Road. Miami, FL 33175
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Goldhammer JE, Linganna RE. Survey Says… The Effects of the COVID-19 Pandemic on Graduate Medical Education. J Cardiothorac Vasc Anesth 2021; 36:84-85. [PMID: 34654632 PMCID: PMC8479328 DOI: 10.1053/j.jvca.2021.09.037] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 09/21/2021] [Accepted: 09/22/2021] [Indexed: 12/02/2022]
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Perella P, Conway R, Wong DJN. Anaesthetic training during the COVID-19 pandemic. Anaesthesia 2021; 77:105-106. [PMID: 34570364 DOI: 10.1111/anae.15587] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
Affiliation(s)
- P Perella
- Chelsea and Westminster Hospital NHS Trust, London, UK
| | - R Conway
- Northern Devon Healthcare NHS Trust, Barnstaple, UK
| | - D J N Wong
- Guy's and St Thomas' Hospital NHS Foundation Trust, London, UK
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Sneyd JR. What we do, what we call ourselves, and how we spell it. Br J Anaesth 2021; 127:505-508. [PMID: 34548151 DOI: 10.1016/j.bja.2021.04.025] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/23/2021] [Revised: 04/26/2021] [Accepted: 04/26/2021] [Indexed: 11/16/2022] Open
Affiliation(s)
- J Robert Sneyd
- Faculty of Medicine and Dentistry, University of Plymouth, Plymouth, UK.
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Swerdlow B, Soelberg J, Osborne-Smith L. Synchronous Screen-Based Simulation in Anesthesia Distance Education. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:945-956. [PMID: 34471396 PMCID: PMC8405223 DOI: 10.2147/amep.s323569] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/06/2021] [Accepted: 08/12/2021] [Indexed: 06/13/2023]
Abstract
PURPOSE The aim of the present study was to evaluate the feasibility, acceptability, and utility of synchronous online screen-based simulation (SBS) in anesthesia education. METHODS The investigational cohort consisted of 12 second-year nurse anesthesia students enrolled in a Doctor of Nursing Practice (DNP) program. Pairs of students worked with a single instructor online using the same SBS employing a cloud-based peer-to-peer platform and high-fidelity software involving a graphical avatar. During each session, the instructor initially manipulated the avatar through the software scenario with educational pauses to communicate learning content. Thereafter, students proceeded through the same SBS by stating their desired actions, which were then implemented by the instructor. At the conclusion of each session, students were evaluated by an integrated software scoring system, and thereafter they completed a questionnaire rating their distance SBS experience. RESULTS Synchronous online SBS was performed in this manner without difficulty; it was accepted by students as a valuable adjunct to their in-person mannequin-based simulation (MBS) training; and it was perceived as a useful addition to their anesthesia education. Students identified significant value in the isolation of the cognitive component of learning by this teaching methodology. Lack of haptic learning, however, also was seen as a disadvantage of SBS compared to MBS. Students' criticisms of SBS were largely unrelated to use of this technique with synchronous online education, but rather related to general limitations associated with SBS technology. There was a positive correlation between the students' mean post-SBS rating and the automated SBS score (r = 0.832). CONCLUSION Synchronous online SBS can effectively supplement MBS in an anesthesia training program. Its major perceived advantage appears to be an ability to isolate and reinforce appropriate cognitive skills related to intraoperative care including crisis management. Students who had higher mean post-SBS ratings also had higher automated SBS scores.
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Affiliation(s)
- Barry Swerdlow
- Nurse Anesthesia Program, Oregon Health & Science University, Portland, OR, USA
| | - Julie Soelberg
- Nurse Anesthesia Program, Oregon Health & Science University, Portland, OR, USA
- Department of Anesthesiology and Perioperative Medicine, Oregon Health & Science University, Portland, OR, USA
| | - Lisa Osborne-Smith
- Nurse Anesthesia Program, Oregon Health & Science University, Portland, OR, USA
- Department of Anesthesiology and Perioperative Medicine, Oregon Health & Science University, Portland, OR, USA
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Netto M, Evans F. Optimising educational opportunities for trainees during the pandemic. Br J Hosp Med (Lond) 2021; 82:1-8. [PMID: 34431348 DOI: 10.12968/hmed.2021.0245] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022]
Abstract
Trainees around the world have experienced significant challenges to their personal life and training as a result of the COVID-19 pandemic. Many have felt the psychological and physical impacts of working during the COVID-19 pandemic. Training-specific challenges have included redeployment, cancellation of operative lists, cancellation of educational opportunities and loss of exposure to training as a result of shielding. This article describes the impact of infection with COVID-19 on psychological wellbeing and training. It discusses general measures the trainee can take to mitigate the challenges this has caused, categorised into personal, planning and educational resources, and measures focussed on certain challenges. Finally, the vital importance of support for trainees is described, including peer support, departmental resources and the growing array of online material.
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Affiliation(s)
- Manju Netto
- Department of Obstetrics and Gynaecology, North Middlesex University Hospital, London, UK
| | - Frances Evans
- Department of Obstetrics and Gynaecology, North Middlesex University Hospital, London, UK
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Patil A, Ranjan R, Kumar P, Narang H. Impact of COVID-19 Pandemic on Post-Graduate Medical Education and Training in India: Lessons Learned and Opportunities Offered. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:809-816. [PMID: 34345196 PMCID: PMC8325012 DOI: 10.2147/amep.s320524] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/19/2021] [Accepted: 07/13/2021] [Indexed: 06/13/2023]
Abstract
Hands-on or practice-based learning is the foundational objective of postgraduate teaching and training. A skilled and competent postgraduate resident is critical to the country's health needs and is more relevant in the ongoing COVID-19 pandemic. The postgraduate medical training in India is speciality-specific and based on a structured curriculum and syllabus to achieve precise educational goals and objectives. The impact of this pandemic on postgraduate medical education and training is controversial, challenging, unknown, and far-reaching. The exceptional contagious nature of the virus and country-wide lockdowns have tremendously decreased hospital visiting patients. Abolition of outpatient and inpatient services, disruptions in clinical postings, curtailment of elective operations and procedures have adversely affected the training of residents and fellowship students in India and abroad. Apart from this, research work, mentoring, academic conferences, and workshops that offer learning experiences to these residents have been cancelled or suspended, thus denying them a chance to achieve domain knowledge and enhance their skills. Although this pandemic has offered new learning modes like teleconsultation, videoconferencing, virtual simulations, digital podcasts, etc., how much actual knowledge transfer and skill gain will be achieved is unanswered. Despite this disruption, this pandemic has offered a golden opportunity to relook at the current PG resident education and training programme. The lessons learned from this adversity offer medical universities, medical educators, and regulatory authorities many opportunities to develop a novel and innovative curriculum that enables the current and future residents to achieve the necessary proficiency and competency.
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Affiliation(s)
- Amit Patil
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
| | - Ranvir Ranjan
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
| | - Prabhat Kumar
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
| | - Himanshi Narang
- Department of Forensic Medicine and Toxicology, All India Institute of Medical Sciences, Patna, Bihar, 801507, India
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Acar Sevinc S, Metin S, Balta Basi N, Cinar AS, Turkel Ozkan M, Oba S. Anxiety and burnout in anesthetists and intensive care unit nurses during the COVID-19 pandemic: a cross-sectional study. Braz J Anesthesiol 2021; 72:169-175. [PMID: 34324934 PMCID: PMC8312085 DOI: 10.1016/j.bjane.2021.07.011] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/06/2020] [Revised: 07/11/2021] [Accepted: 07/12/2021] [Indexed: 12/13/2022] Open
Abstract
Background This study aimed to measure the levels of anxiety and burnout among healthcare workers, including attending physicians, residents, and nurses in intensive care units during the coronavirus disease 2019 (COVID-19) pandemic. Methods This is a cross-sectional survey analysis of healthcare workers in our institution. Data were collected on demographic variables, COVID-19 symptoms and test, disease status, anxiety level (assessed by the Beck Anxiety Inventory), and burnout level (measured by the Maslach Burnout Inventory). Subscales of the burnout inventory were evaluated separately. Results A total of 104 participants completed the survey. Attending physicians, residents, and nurses constituted 25%, 33.7%, and 41.3% of the cohort, respectively. In comparison to untested participants, those tested for COVID-19 had a lower mean age (p = 0.02), higher emotional exhaustion and depersonalization scores (p = 0.001, 0.004, respectively), and lower personal accomplishment scores (p = 0.004). Furthermore, moderate to severe anxiety was observed more frequently in tested participants than untested ones (p = 0.022). Moderate or severe anxiety was seen in 23.1% of the attending physicians, 54.3% of the residents, and 48.8% of the nurses (p = 0.038). Emotional exhaustion, personal accomplishment, and depersonalization scores differed depending on the position of the healthcare workers (p = 0.034, 0.001, 0.004, respectively). Conclusion This study revealed higher levels of anxiety and burnout in younger healthcare workers and those tested for COVID-19, which mainly included residents and nurses. The reasons for these observations should be further investigated to protect their mental health.
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Affiliation(s)
- Sultan Acar Sevinc
- Sisli Hamidiye Etfal Education and Training Hospital, Anaesthesiology and Reanimation Department, Istanbul, Turkey.
| | - Seyhan Metin
- Sisli Hamidiye Etfal Education and Training Hospital, Anaesthesiology and Reanimation Department, Istanbul, Turkey
| | - Nermin Balta Basi
- Sisli Hamidiye Etfal Education and Training Hospital, Anaesthesiology and Reanimation Department, Istanbul, Turkey
| | - Ayse Surhan Cinar
- Sisli Hamidiye Etfal Education and Training Hospital, Anaesthesiology and Reanimation Department, Istanbul, Turkey
| | - Melis Turkel Ozkan
- Sisli Hamidiye Etfal Education and Training Hospital, Anaesthesiology and Reanimation Department, Istanbul, Turkey
| | - Sibel Oba
- Sisli Hamidiye Etfal Education and Training Hospital, Anaesthesiology and Reanimation Department, Istanbul, Turkey
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Jayakumar N, Hellwig S, Allison C, Stummer W, Holling M, Surash S. A Tale of Two Cities: Residents' Operative Experience in the United Kingdom and Germany During the Coronavirus Disease 2019 Pandemic. World Neurosurg 2021; 154:e428-e436. [PMID: 34280539 PMCID: PMC8285217 DOI: 10.1016/j.wneu.2021.07.053] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/22/2021] [Revised: 07/10/2021] [Accepted: 07/12/2021] [Indexed: 12/23/2022]
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic has had a detrimental effect on residents’ operative training. Our aim was to identify the proportion of procedures performed by residents across 2 neurosurgical centers (1 in the United Kingdom and 1 in Germany) during the pandemic-affected months of March 2020–May 2020, inclusive, compared with March 2019–May 2019, inclusive. Methods All neurosurgical procedures performed at the United Kingdom and German institutions, between March 1, 2019 and May 31, 2019 (pre-COVID months) and March 1, 2020 and May 31, 2020 (COVID months), were extracted and operative notes evaluated. Statistical analysis was performed on SPSS version 22. Results There was a statistically significant reduction in operative volume in the United Kingdom center from the pre-COVID months to the COVID months (χ2(5) = 84.917; P < 0.001) but no significant difference in the operative volume in the German center (P = 0.61). A Mann-Whitney U test showed a statistically significant difference in the volume of residents operating in the COVID months compared with pre-COVID months in both United Kingdom and German centers (P < 0.001). The average number of procedures performed by residents in the United Kingdom center as the primary surgeon decreased from 82 to 72 per month (pre-COVID vs. COVID months), whereas German residents’ operating volume increased from 68 to 89 per month (pre-COVID vs. COVID months). Conclusions The COVID-19 pandemic has significantly reduced the volume of operating by neurosurgical residents in the United Kingdom center, whereas residents in the German center performed more procedures compared with 2019. This finding may reflect variations in national practice on maintaining surgical activities and provision of critical care beds during the first wave of the pandemic.
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Affiliation(s)
- Nithish Jayakumar
- Department of Neurosurgery, Royal Victoria Infirmary, Newcastle-upon-Tyne, United Kingdom.
| | - Sönke Hellwig
- Department of Neurosurgery, University Hospital Münster, Münster, North Rhine-Westphalia, Germany
| | - Callum Allison
- Medical School, Newcastle University, Newcastle-upon-Tyne, United Kingdom
| | - Walter Stummer
- Department of Neurosurgery, University Hospital Münster, Münster, North Rhine-Westphalia, Germany
| | - Markus Holling
- Department of Neurosurgery, University Hospital Münster, Münster, North Rhine-Westphalia, Germany
| | - Surash Surash
- Department of Neurosurgery, Royal Victoria Infirmary, Newcastle-upon-Tyne, United Kingdom
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Bachir B, Naji A, Tfayli A. The educational and psychological impact of the COVID-19 pandemic on medical students: A descriptive survey at the American University of Beirut. Medicine (Baltimore) 2021; 100:e26646. [PMID: 34260565 PMCID: PMC8284702 DOI: 10.1097/md.0000000000026646] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/01/2021] [Revised: 05/26/2021] [Accepted: 06/28/2021] [Indexed: 01/04/2023] Open
Abstract
ABSTRACT The SARS- CoV-2 virus has been a public health crisis since its emergence in 2019. It has affected nearly all aspects of life. Education has been particularly hit, and a lot of effort has been put to implement more and more virtual platforms through online classes, meetings and conferences. Medical education has also been affected, especially because of the need for hands-on education, specifically in the clinical setting of the last 2 years. This had a huge psychological impact on the medical students currently enrolled in medical schools around the globe.In this descriptive study, we sent all medical students at the American University of Beirut Faculty of Medicine (AUBFM) an online anonymous survey by email. The survey started with general questions (age, gender and medical school year), followed by 3 sections that contain questions pertaining to the attitudes of medical students towards clinical rotations and online classes. Data was then analyzed using SPSSv24 and was then reported as percentages.Students were almost equally divided among the medical school classes (Med 1, 2, 3, and 4). The majority of clinical students (Med 3 and Med 4) reported that they feel nervous during their rotations in the hospital. Moreover, they reported that they have increased their use of disinfectants and personal protective equipment since the emergence of the pandemic. Moreover, the majority of medical students reported that they feel more stressed after shifting to online classes. Medical students also reported that they would be willing to go back to on-campus classes.This study aimed at describing the response of medical students at AUBFM to the COVID-19 pandemic in terms of stress. Limited data exists in the literature concerning the psychological impact of the COVID-19 pandemic on medical students in the middle East. Medical students reported that they feel more stressed and nervous during their clinical rotations and after the shift to online education, affecting their academic and social life. Further studies using a larger sample size are needed.
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Affiliation(s)
- Bachir Bachir
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Amal Naji
- Division of Hematology and Oncology, Department of Internal Medicine, American University of Beirut, Beirut, Lebanon
| | - Arafat Tfayli
- Division of Hematology and Oncology, Department of Internal Medicine, American University of Beirut, Beirut, Lebanon
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Bachir B, Naji A, Tfayli A. The educational and psychological impact of the COVID-19 pandemic on medical students: A descriptive survey at the American University of Beirut. Medicine (Baltimore) 2021. [PMID: 34260565 DOI: 10.1097/md.000000000002664] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 05/12/2023] Open
Abstract
The SARS- CoV-2 virus has been a public health crisis since its emergence in 2019. It has affected nearly all aspects of life. Education has been particularly hit, and a lot of effort has been put to implement more and more virtual platforms through online classes, meetings and conferences. Medical education has also been affected, especially because of the need for hands-on education, specifically in the clinical setting of the last 2 years. This had a huge psychological impact on the medical students currently enrolled in medical schools around the globe.In this descriptive study, we sent all medical students at the American University of Beirut Faculty of Medicine (AUBFM) an online anonymous survey by email. The survey started with general questions (age, gender and medical school year), followed by 3 sections that contain questions pertaining to the attitudes of medical students towards clinical rotations and online classes. Data was then analyzed using SPSSv24 and was then reported as percentages.Students were almost equally divided among the medical school classes (Med 1, 2, 3, and 4). The majority of clinical students (Med 3 and Med 4) reported that they feel nervous during their rotations in the hospital. Moreover, they reported that they have increased their use of disinfectants and personal protective equipment since the emergence of the pandemic. Moreover, the majority of medical students reported that they feel more stressed after shifting to online classes. Medical students also reported that they would be willing to go back to on-campus classes.This study aimed at describing the response of medical students at AUBFM to the COVID-19 pandemic in terms of stress. Limited data exists in the literature concerning the psychological impact of the COVID-19 pandemic on medical students in the middle East. Medical students reported that they feel more stressed and nervous during their clinical rotations and after the shift to online education, affecting their academic and social life. Further studies using a larger sample size are needed.
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Affiliation(s)
- Bachir Bachir
- Faculty of Medicine, American University of Beirut, Beirut, Lebanon
| | - Amal Naji
- Division of Hematology and Oncology, Department of Internal Medicine, American University of Beirut, Beirut, Lebanon
| | - Arafat Tfayli
- Division of Hematology and Oncology, Department of Internal Medicine, American University of Beirut, Beirut, Lebanon
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Gardas S, Nair S, Pitchai P, Panhale V. Postgraduate Physiotherapy Training in a Quandary - Ramifications of Corona virus pandemic Lockdown: A Survey-based Study. JOURNAL OF ADVANCES IN MEDICAL EDUCATION & PROFESSIONALISM 2021; 9:144-153. [PMID: 34277845 PMCID: PMC8273526 DOI: 10.30476/jamp.2021.89189.1367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Figures] [Subscribe] [Scholar Register] [Received: 12/02/2020] [Accepted: 06/01/2021] [Indexed: 06/13/2023]
Abstract
INTRODUCTION Coronavirus disease-2019 (COVID-19) has disrupted clinical services and postgraduate training across the world. Hence, this survey was conducted to understand the impact of pandemic on Physiotherapy post-graduate (PG) education. METHODS It was a cross-sectional, observational study. A total of 254 Physiotherapy PG trainees were recruited through snowball sampling from Physiotherapy colleges across the state of Maharashtra. A 34-item structured questionnaire was developed, based on available literature, to evaluate the impact of COVID-19 pandemic on four domains: academic training, clinical training, research activities, and concerns faced by a PG trainee. The face validity of this questionnaire was assessed by six academicians and their suggestions were examined. Subsequently, it was piloted on five PG trainees before administering it to the participants. The validated questionnaire was then circulated via various social media platforms and personal contacts using Google form. Descriptive statistics were summarized as frequencies/ percentages. McNemar's test was used to determine the differences on a dichotomous dependent variable between the two related groups using SPSS software. RESULTS Overall 131 trainees provided complete responses. Although 85% (n=111) of them claimed they attended PG teaching activities through online mode, almost 67% (n=101) disagreed to have achieved their learning objectives. A vast majority (91%, n=119) of them felt that their specialty related practical training was severely affected, and 98% (n=129) reported that reduced caseload had impacted their clinical learning. Also, 70% (n=54) of final year PGs had difficulty in recruiting new participants for their dissertation. Spread of infections to family (98%), commuting in public transport (98%), uncertainty about exam dates (91%), and competency development in specialty areas (96%) were some of their concerns. CONCLUSION COVID-19 pandemic had impacted various domains of Physiotherapy PG program such as academic, clinical and research areas. Regulatory authorities should take serious consideration and devise strategies to overcome it.
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Affiliation(s)
- Shailesh Gardas
- Department of Neurophysiotherapy, Mahatma Gandhi Missions College of Physiotherapy, Navi Mumbai, India
| | - Shruti Nair
- Department of Cardiovascular & Respiratory Physiotherapy, MGM College of Physiotherapy, Navi Mumbai, India
| | - Pothiraj Pitchai
- Department of Community Physiotherapy, MGM College of Physiotherapy, Navi Mumbai, India
| | - Vrushali Panhale
- Department of Musculoskeletal Physiotherapy, MGM College of Physiotherapy, Navi Mumbai, India
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Price J, Sheraton T, Self R, Cook TM. The need for safe, stable and sustainable resumption of planned surgery in an era of COVID-19. Anaesthesia 2021; 76:875-878. [PMID: 33778948 PMCID: PMC8251134 DOI: 10.1111/anae.15470] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/13/2021] [Indexed: 01/08/2023]
Affiliation(s)
- J. Price
- Department of Anaesthesia and Intensive CareRoyal United Hospital Foundation TrustBathUK
| | - T. Sheraton
- Department of AnaesthesiaAneurin Bevan University Health BoardNewportWales
| | - R. Self
- Department of AnaesthesiaThe Royal Marsden NHS Foundation TrustLondonUK
| | - T. M. Cook
- Department of Anaesthesia and Intensive CareRoyal United Hospital Foundation TrustBathUK
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Campbell S, Corbett S, Burlacu CL. Reinstating a national simulation programme in anaesthesiology during the coronavirus pandemic. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:575-580. [PMID: 35520963 PMCID: PMC8245283 DOI: 10.1136/bmjstel-2021-000894] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 06/18/2021] [Indexed: 11/03/2022]
Abstract
Background With the introduction of strict public health measures due to the coronavirus pandemic, we have had to change how we deliver simulation training. In order to reinstate the College of Anaesthesiologists Simulation Training (CAST) programme safely, we have had to make significant logistical changes. We discuss the process of reopening a national simulation anaesthesiology programme during a pandemic. Methods We approached how to reinstate the programme with three distinct but intertwined projects, as in the following: (1) a survey of effects of the pandemic on training opportunities for anaesthesiology trainees, (2) proposals for methods of reinstating simulation were developed under the headings avoidance, compromise, accommodation and collaboration. A small online video-assisted simulation pilot was carried out to test the compromise method, (3) having opted for combined accommodation (onsite with smaller participant numbers and safety measures) and collaboration (with other regional centres), a postreinstatement evaluation during a 4-month period was carried out. Results (1) Eighty-five per cent of 64 trainees surveyed felt that they had missed out not only just on simulation-based education (43%) but also on other training opportunities, (2) when five trainees were asked to state on a 1 to 5 Likert scale (strongly disagree, disagree, undecided, agree and strongly agree) whether online video-assisted simulation was similar to face-to-face simulation in four categories (realism, immersion, sense of crisis and stress), only 9 (45%) of the 20 answers agreed they were similar, (3) When onsite simulation was reinstated, the majority of trainees felt that training was similar to prepandemic and were happy to continue with this format. Conclusion In order to reinstate simulation, we have identified that accommodation and collaboration best suited the CAST while compromise failed to rank high among trainees' preferences. Onsite courses will continue to be delivered safely while meeting the high standards our trainees have come to expect.
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Affiliation(s)
- Sinead Campbell
- CAST, College of Anaesthesiologists of Ireland, Dublin, Ireland
- Department of Anaesthesia, Intensive Care and Pain Medicine, St Vincent's University Hospital, Dublin, Ireland
| | - Sarah Corbett
- CAST, College of Anaesthesiologists of Ireland, Dublin, Ireland
- Department of Anaesthesiology, Critical Care and Pain Medicine, St James's Hospital, Dublin, Ireland
| | - Crina L Burlacu
- CAST, College of Anaesthesiologists of Ireland, Dublin, Ireland
- Department of Anaesthesia, Intensive Care and Pain Medicine, St Vincent's University Hospital, Dublin, Ireland
- Division Of Surgery and Surgical Specialties, Dublin, Ireland, University College Dublin—National University of Ireland, Dublin, Ireland
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Roberts T, Hirst R, Sammut-Powell C, Reynard C, Daniels J, Horner D, Lyttle MD, Samuel K, Graham B, Barrett MJ, Foley J, Cronin J, Umana E, Vinagre J, Carlton E. Psychological distress and trauma during the COVID-19 pandemic: survey of doctors practising anaesthesia, intensive care medicine, and emergency medicine in the United Kingdom and Republic of Ireland. Br J Anaesth 2021; 127:e78-e80. [PMID: 34176596 PMCID: PMC9339913 DOI: 10.1016/j.bja.2021.05.017] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Revised: 05/16/2021] [Accepted: 05/17/2021] [Indexed: 01/12/2023] Open
Affiliation(s)
- Tom Roberts
- Royal College of Emergency Medicine, London, UK; Emergency Department, North Bristol NHS Trust, Bristol, UK.
| | - Robert Hirst
- Royal College of Emergency Medicine, London, UK; Emergency Department, Musgrove Park Hospital, Somerset NHS, Somerset, UK
| | - Camilla Sammut-Powell
- Division of Informatics, Imaging and Data Science, Faculty of Biology, Medicine and Health, University of Manchester, Manchester, UK
| | - Charles Reynard
- Department of Cardiovascular Sciences, University of Manchester, Manchester, UK
| | - Jo Daniels
- Department of Psychology, University of Bath, Bath, UK
| | - Daniel Horner
- Royal College of Emergency Medicine, London, UK; Department of Intensive Care and Emergency Department, Salford Royal Hospital NHS Foundation Trust, Salford, UK
| | - Mark D Lyttle
- Bristol Royal Hospital for Children, Bristol, UK; Faculty of Health and Applied Sciences, University of the West of England, Bristol, UK
| | - Katie Samuel
- Department of Anaesthesia, North Bristol NHS Trust, Bristol, UK
| | - Blair Graham
- Faculty of Health, University of Plymouth, Plymouth, UK; Emergency Department, University Hospitals Plymouth, UK
| | - Michael J Barrett
- Department of Emergency Medicine, Children's Health Ireland at Crumlin, Crumlin, Ireland; School of Medicine, Women's and Children's Health, University College Dublin, Dublin, Ireland
| | - James Foley
- Emergency Department, University Hospital Waterford, Waterford, Ireland
| | - John Cronin
- School of Medicine, Women's and Children's Health, University College Dublin, Dublin, Ireland; Department of Emergency Medicine, St Vincent's University Hospital, Dublin, Ireland
| | - Etimbuk Umana
- Emergency Department, Connolly Hospital Blanchardstown, Dublin, Ireland
| | - Joao Vinagre
- College of Anaesthesiologists of Ireland, Dublin, Ireland
| | - Edward Carlton
- Royal College of Emergency Medicine, London, UK; Emergency Department, North Bristol NHS Trust, Bristol, UK
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Warren J, Plunkett E, Rudge J, Stamoulis C, Torlinski T, Tarrant C, Mullhi R. Trainee doctors' experiences of learning and well-being while working in intensive care during the COVID-19 pandemic: a qualitative study using appreciative inquiry. BMJ Open 2021; 11:e049437. [PMID: 34035110 PMCID: PMC8154293 DOI: 10.1136/bmjopen-2021-049437] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/17/2022] Open
Abstract
OBJECTIVES Concern about trainee work-related well-being has been raised in recent years and is the subject of several reviews, reports and research studies. This study aimed to understand the experiences of trainees working in a large intensive care unit during the first surge of the COVID-19 pandemic from an educational and operational perspective in order to highlight what worked and what could be improved. DESIGN A qualitative study using peer-to-peer semistructured interviews, developed using appreciative inquiry methodology, was conducted during July 2020. Responses were analysed using a thematic analysis technique. SETTING A large, tertiary intensive care unit in the UK. PARTICIPANTS All trainees in anaesthesia and intensive care working on the intensive care unit during the first surge were invited to participate. RESULTS Forty interviews were conducted and four over-arching themes were identified. These were: feeling safe and supported; physical demands; the emotional burden of caring; and a sense of fulfilment, value and personal development. Positive aspects of the organisational response to the pandemic included communication, personal protective equipment supply, team working and well-being support. Suggestions for improvement focused on rest facilities, rota patterns and hierarchies, creating opportunities for reflection and ensuring continued educational and training opportunities despite operational demands. CONCLUSIONS Trainees described opportunities for learning and fulfilment, as well as challenges, in working through a pandemic. Trainees described their needs and how well these were met during the pandemic. Ideas for improvement most frequently related to basic needs including safety and fatigue, but suggestions also related to supporting learning and development. The appreciative inquiry methodology of the project facilitated effective reflection on positive aspects of trainee experiences.
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Affiliation(s)
- Jennifer Warren
- Anaesthesia and Critical Care Medicine, Queen Elizabeth Hospital Birmingham, Birmingham, UK
| | - Emma Plunkett
- Anaesthesia and Critical Care Medicine, Queen Elizabeth Hospital Birmingham, Birmingham, UK
| | - James Rudge
- Anaesthesia and Critical Care Medicine, Queen Elizabeth Hospital Birmingham, Birmingham, UK
| | - Christina Stamoulis
- Anaesthesia and Critical Care Medicine, Queen Elizabeth Hospital Birmingham, Birmingham, UK
| | - Tomasz Torlinski
- Anaesthesia and Critical Care Medicine, Queen Elizabeth Hospital Birmingham, Birmingham, UK
| | - Carolyn Tarrant
- Social Science Applied to Healthcare Improvement Research (SAPPHIRE) Group, Health Sciences, University of Leicester, Leicester, Leicestershire, UK
| | - Randeep Mullhi
- Anaesthesia and Critical Care Medicine, Queen Elizabeth Hospital Birmingham, Birmingham, UK
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Practical strategies for delivering airway training in the COVID-19 era. Br J Anaesth 2021; 127:188-191. [PMID: 34092382 PMCID: PMC8118661 DOI: 10.1016/j.bja.2021.05.004] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Key Words] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/24/2021] [Revised: 05/07/2021] [Accepted: 05/08/2021] [Indexed: 12/17/2022] Open
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Cooke PC, Hajamohideen N, Gooneratne H. Developing a blended learning postgraduate teaching programme in anaesthesia: pandemic and beyond. Postgrad Med J 2021; 98:559-563. [PMID: 37066504 DOI: 10.1136/postgradmedj-2021-140155] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2021] [Accepted: 04/12/2021] [Indexed: 11/04/2022]
Abstract
One of the many challenges facing doctors in training during the COVID-19 pandemic was a significant reduction in postgraduate medical education in the form of formal teaching. Consequently, we sought to provide a blended and asynchronous teaching programme that would be delivered to anaesthetic trainees preparing for their postgraduate examinations. Six sessions of 90-minute duration were delivered during the months July, August and September 2020. Each of the six sessions was delivered live using a variety of online educational tools in addition to traditional didactic-style teaching by the presenters. Participants submitted requests for topics to be covered by the presenters in the final of the six sessions. The sessions were recorded and later uploaded onto an online educational learning platform for viewing at the participants' discretion. The live nature of the sessions ensured participant interaction and a sense of community that trainees had come to expect from previous face-to-face teaching sessions prior to the COVID-19 pandemic.Evaluation was via qualitative and quantitative means using preset questions using the Likert scale and a free-text comments box. The results demonstrated positive feedback across all sessions with particular relevance to the interactive element of the course, the content and delivery.This article describes the requirement for a method of continuing postgraduate medical education in an era where traditional face-to-face teaching is not possible and how the introduction of various innovative educational applications and resources can be used to further postgraduate medical education in the future.
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Affiliation(s)
- Peter Charles Cooke
- Anaesthetics, Colchester Hospital University NHS Foundation Trust, Colchester, UK
| | - Nisha Hajamohideen
- Anaesthetics, Colchester Hospital University NHS Foundation Trust, Colchester, UK
| | - Hasanthi Gooneratne
- Anaesthetics, Colchester Hospital University NHS Foundation Trust, Colchester, UK
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Bahaziq W, Tayeb B, Alzoraigi U, Boker A. Gaps identification in Saudi anesthesia residency training during early time of pandemic: Trainee view. Saudi J Anaesth 2021; 15:155-160. [PMID: 34188634 PMCID: PMC8191240 DOI: 10.4103/sja.sja_1195_20] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/18/2020] [Revised: 12/24/2020] [Accepted: 12/26/2020] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND COVID-19 pandemic was declared a worldwide crisis, as a response the community established new protocols and clinical pathways to prepare the health system in adapting to the expected surge of cases. OBJECTIVES In this study, we aim to assess the effect of the pandemic on the anesthesia training program residents from their own view. Identification of gaps in training programs will help to overcome the challenge like pandemic in order to have competent anesthesia practitioners. METHODS We deployed an online survey in early May 2020 targeting the anesthesia residents in Saudi Arabia. We used mixed methods, containing both quantitative and qualitative questions. Our survey had 3 main sections: demographics, pandemic effect on the training, and pandemic effect on the trainees. RESULTS Our survey showed that in the first 2 months of the pandemic there was a vast decrease in educational activities and clinical activities. However, after that both the Saudi Commission for Health Speciality (SCFHS) and local hospitals employed alternative education methods like electronic learning and simulation to adopt these changes. We also found the average stress level among residents was 6.5 out of 10 with number one stressor is transmitting Covid-19 to family or self. Finally, Wellbeing resources were available to residents however were not used sufficiently by residents. CONCLUSION During times of pandemic, assessment and gap identification in postgraduate training programs are necessary to help overcome challenges of training anesthesiologists. Other than the clinical competency residents' wellbeing needs to be monitored and make available resources easy to reach for the residents.
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Affiliation(s)
- Wadeeah Bahaziq
- Department of Anesthesia and Critical Care, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
- Anesthesiology Services Section, King Abdulaziz University Hospital (KAUH), Jeddah, Saudi Arabia
| | - Baraa Tayeb
- Department of Anesthesia and Critical Care, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
- Anesthesiology Services Section, King Abdulaziz University Hospital (KAUH), Jeddah, Saudi Arabia
| | - Usamah Alzoraigi
- Department of Anesthesia and Perioperative Medicine, King Fahad Medical City, Riyadh, Saudi Arabia
- Centre of Research, Education and Enhanced Training, Riyadh, Saudi Arabia
| | - Abdulaziz Boker
- Department of Anesthesia and Critical Care, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
- Anesthesiology Services Section, King Abdulaziz University Hospital (KAUH), Jeddah, Saudi Arabia
- Clinical Skills and Simulation Centre, King Abdulaziz University, Jeddah, Saudi Arabia
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Davis M. The Impact of the COVID-19 Pandemic on Neuroanesthesia Education. J Neurosurg Anesthesiol 2021; 33:97-98. [PMID: 33660697 DOI: 10.1097/ana.0000000000000759] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Affiliation(s)
- Melinda Davis
- Department of Anesthesiology, Pain and Perioperative Medicine, University of Calgary, Calgary, AB, Canada
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Mallick R, Odejinmi F, Sideris M, Egbase E, Kaler M. The impact of COVID-19 on obstetrics and gynaecology trainees; how do we move on? Facts Views Vis Obgyn 2021; 13:9-14. [PMID: 33889856 PMCID: PMC8051193 DOI: 10.52054/fvvo.13.1.004] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: Obstetrics and Gynaecology (O&G) is an evolving specialty that encompasses women’s health at its core. The COVID-19 pandemic has caused significant patient care challenges, however simultaneously it has resulted in the interruption of clinical training and cessation of all elective work. Our primary aim was to assess the impact of the pandemic on the experiences of O&G trainees. Methods: An email invite was sent to all 127 O&G trainees in Kent, Surrey and Sussex (KSS), inviting them to participate in an anonymous 33-question survey. The survey data was collected and analysed over a 4-week period. Results: Of the 127 trainees sent the survey, 87 responded (69%). 39% and 75% of trainees agreed that the pandemic had a negative impact on their overall physical and mental wellbeing respectively. 43% agreed that the COVID-19 pandemic had adversely affected their obstetric training experience whilst almost all trainees stated a significant negative impact on benign gynaecology surgical training. Reassuringly, over 80% were positive they would recover from the negative impacts of COVID-19. Conclusions: It is evident that COVID-19 has impacted O&G trainees in several ways. Whilst we face uncertain times, we must firstly ensure the physical and mental well-being of all trainees. It is encouraging that non-emergency consultations and benign surgery are being restarted nationwide and whilst this will inevitably help with re-booting surgical training, we must also think “outside” the box and utilise other modes of teaching and training to safeguard learning whilst mitigating against the negative impacts of subsequent waves.
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Affiliation(s)
- R Mallick
- Princess Royal Hospital, Brighton and Sussex University Hospitals NHS Trust, Lewes Road, Haywards Heath, RH16 4EX, UK
| | - F Odejinmi
- Whipps Cross Hospital, Barts Health NHS Trust, Whipps Cross Road, Leytonstone, London, E11 1NR, UK
| | - M Sideris
- Whipps Cross Hospital, Barts Health NHS Trust, Whipps Cross Road, Leytonstone, London, E11 1NR, UK
| | - E Egbase
- Whipps Cross Hospital, Barts Health NHS Trust, Whipps Cross Road, Leytonstone, London, E11 1NR, UK
| | - M Kaler
- Whipps Cross Hospital, Barts Health NHS Trust, Whipps Cross Road, Leytonstone, London, E11 1NR, UK
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76
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White SM. Mental health, moral injury - and mandatory psychological assessment? Anaesthesia 2021; 76:879-882. [PMID: 33721911 DOI: 10.1111/anae.15447] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Key Words] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 02/09/2021] [Indexed: 12/22/2022]
Affiliation(s)
- S M White
- Department of Anaesthesia, Brighton and Sussex University Hospitals NHS Trust, Brighton, UK
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77
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Martinelli SM, Chen F, Isaak RS, Huffmyer JL, Neves SE, Mitchell JD. Educating Anesthesiologists During the Coronavirus Disease 2019 Pandemic and Beyond. Anesth Analg 2021; 132:585-593. [PMID: 33201006 DOI: 10.1213/ane.0000000000005333] [Citation(s) in RCA: 15] [Impact Index Per Article: 5.0] [Reference Citation Analysis] [Abstract] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/30/2023]
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has altered approaches to anesthesiology education by shifting educational paradigms. This vision article discusses pre-COVID-19 educational methodologies and best evidence, adaptations required under COVID-19, and evidence for these modifications, and suggests future directions for anesthesiology education. Learning management systems provide structure to online learning. They have been increasingly utilized to improve access to didactic materials asynchronously. Despite some historic reservations, the pandemic has necessitated a rapid uptake across programs. Commercially available systems offer a wide range of peer-reviewed curricular options. The flipped classroom promotes learning foundational knowledge before teaching sessions with a focus on application during structured didactics. There is growing evidence that this approach is preferred by learners and may increase knowledge gain. The flipped classroom works well with learning management systems to disseminate focused preclass work. Care must be taken to keep virtual sessions interactive. Simulation, already used in anesthesiology, has been critical in preparation for the care of COVID-19 patients. Multidisciplinary, in situ simulations allow for rapid dissemination of new team workflows. Physical distancing and reduced availability of providers have required more sessions. Early pandemic decreases in operating volumes have allowed for this; future planning will have to incorporate smaller groups, sanitizing of equipment, and attention to use of personal protective equipment. Effective technical skills training requires instruction to mastery levels, use of deliberate practice, and high-quality feedback. Reduced sizes of skill-training workshops and approaches for feedback that are not in-person will be required. Mock oral and objective structured clinical examination (OSCE) allow for training and assessment of competencies often not addressed otherwise. They provide formative and summative data and objective measurements of Accreditation Council for Graduate Medical Education (ACGME) milestones. They also allow for preparation for the American Board of Anesthesiology (ABA) APPLIED examination. Adaptations to teleconferencing or videoconferencing can allow for continued use. Benefits of teaching in this new era include enhanced availability of asynchronous learning and opportunities to apply universal, expert-driven curricula. Burdens include decreased social interactions and potential need for an increased amount of smaller, live sessions. Acquiring learning management systems and holding more frequent simulation and skills sessions with fewer learners may increase cost. With the increasing dependency on multimedia and technology support for teaching and learning, one important focus of educational research is on the development and evaluation of strategies that reduce extraneous processing and manage essential and generative processing in virtual learning environments. Collaboration to identify and implement best practices has the potential to improve education for all learners.
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Affiliation(s)
- Susan M Martinelli
- From the Department of Anesthesiology, The University of North Carolina, Chapel Hill, North Carolina
| | - Fei Chen
- From the Department of Anesthesiology, The University of North Carolina, Chapel Hill, North Carolina
| | - Robert S Isaak
- From the Department of Anesthesiology, The University of North Carolina, Chapel Hill, North Carolina
| | - Julie L Huffmyer
- Department of Anesthesiology, University of Virginia, Charlottesville, Virginia
| | - Sara E Neves
- Department of Anesthesia, Critical Care and Pain Medicine, Beth Israel Deaconess Medical Center, Boston, MA
| | - John D Mitchell
- Department of Anesthesia, Critical Care and Pain Medicine, Beth Israel Deaconess Medical Center, Boston, MA
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Barach P, Ahmed R, Nadel ES, Hafferty F, Philibert I. COVID-19 and Medical Education: A Four-Part Model to Assess Risks, Benefits, and Institutional Obligations During a Global Pandemic. Mayo Clin Proc 2021; 96:20-28. [PMID: 33413818 PMCID: PMC7584423 DOI: 10.1016/j.mayocp.2020.10.017] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/01/2020] [Revised: 10/12/2020] [Accepted: 10/20/2020] [Indexed: 11/16/2022]
Affiliation(s)
- Paul Barach
- Children's Hospital of Michigan, Wayne State University School of Medicine, Detroit, MI; Jefferson College of Population Health, Philadelphia, PA; The University of Queensland, Australia, St Lucia, Australia.
| | - Rami Ahmed
- Department of Emergency Medicine, Indiana University School of Emergency Medicine, Indianapolis
| | - Eric S Nadel
- Department of Emergency Medicine, Brigham and Women's Hospital, Massachusetts General Hospital, Boston, MA; Harvard Medical School, Boston, MA
| | - Frederic Hafferty
- Division of General Internal Medicine and Program in Professionalism and Values, Mayo Clinic, Rochester, MN
| | - Ingrid Philibert
- Frank H. Netter MD School of Medicine, Quinnipiac University, North Haven, CT
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Dziedzic A, Tanasiewicz M, Abed H, Dickinson C, Picciani B. Are Special Care Dentistry Services Prepared for a Global Disruption in Healthcare? A Call for a Wider Promotion of Dental Conscious Sedation Training. Healthcare (Basel) 2020; 8:healthcare8040419. [PMID: 33105613 PMCID: PMC7711601 DOI: 10.3390/healthcare8040419] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2020] [Revised: 10/18/2020] [Accepted: 10/19/2020] [Indexed: 12/18/2022] Open
Abstract
Recently, calls for prompt and smart reform of dental education and postgraduate training have been made, reflecting the current global healthcare needs and addressing the most common problems faced by dental care providers. Objectives: Herewith, we propose the enhancement of multilevel dental training in dental conscious sedation (DCS), in order to meet the increasing demands associated with current and post-pandemic times. The temporary suspension of general anaesthesia and hospital-based sedation provision in response to coronavirus disease 2019 (COVID-19) revealed the urgent need for more efficient utilization of a variety of forms of DCS. Whilst the global spread of Severe Acute Respiratory Syndrome novel coronavirus (SARS-CoV-2) has particularly challenged dental sedation teams in community services, the appropriate preparation for similar disruptions in future should be undertaken proactively. In response, dental schools and commissioners are obliged to implement innovations in teaching, with the development of new programs supporting trainer–trainee interactions and focusing on practical sedation skills. Conclusions: The joint efforts of educators, healthcare providers, and commissioners, as well as adequate and robust DCS training utilizing a variety of teaching methods, would allow our profession to face the growing demand for pain and anxiety control measures in light of the current situation, which may increase even further over time. Decision makers are urged to consider making training in DCS more accessible, meeting current healthcare demands, and equally providing essential support for the special dental care sector.
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Affiliation(s)
- Arkadiusz Dziedzic
- Department of Conservative Dentistry with Endodontics, Medical University of Silesia, 40-055 Katowice, Poland;
- Correspondence:
| | - Marta Tanasiewicz
- Department of Conservative Dentistry with Endodontics, Medical University of Silesia, 40-055 Katowice, Poland;
| | - Hassan Abed
- Department of Sedation and Special Care Dentistry, King’s College, Guy’s Hospital, London SE1 9RT, UK; (H.A.); (C.D.)
| | - Chris Dickinson
- Department of Sedation and Special Care Dentistry, King’s College, Guy’s Hospital, London SE1 9RT, UK; (H.A.); (C.D.)
| | - Bruna Picciani
- Graduate Program in Dentistry, Federal Fluminense University, Nova Friburgo, Dental Center for Patients with Special Needs, Rio de Janeiro 24220-008, Brazil;
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Van Zundert TCRV, Barach P, Van Zundert AAJ. Revisiting safe airway management and patient care by anaesthetists during the COVID-19 pandemic. Br J Anaesth 2020; 125:863-867. [PMID: 32972715 PMCID: PMC7834300 DOI: 10.1016/j.bja.2020.09.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Revised: 09/02/2020] [Accepted: 09/02/2020] [Indexed: 12/17/2022] Open
Affiliation(s)
- Tom C R V Van Zundert
- Department of Anaesthesia and Critical Care, Onze-Lieve-Vrouw Hospital, Aalst, Belgium
| | - Paul Barach
- Department of Anaesthesia, Children's Research Center of Michigan, Detroit, MI, USA; Wayne State University School of Medicine, Detroit, MI, USA; University of Queensland, Brisbane, Queensland, Australia
| | - André A J Van Zundert
- University of Queensland, Brisbane, Queensland, Australia; Department of Anaesthesia and Perioperative Medicine, Royal Brisbane and Women's Hospital, Brisbane, Queensland, Australia.
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