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Windram JD, Neal A, McMahon CJ. Evolution in Congenital Cardiology Education: The Rise of Digital-Learning Tools. CJC PEDIATRIC AND CONGENITAL HEART DISEASE 2023; 2:93-102. [PMID: 37970528 PMCID: PMC10642146 DOI: 10.1016/j.cjcpc.2022.12.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/30/2022] [Accepted: 12/23/2022] [Indexed: 11/17/2023]
Abstract
Technology-enhanced learning is now an established part of medical education due to its ready availability and on-demand nature. This offers new opportunities but also challenges to both learners and teachers. This review outlines the current use of social media tools and online resources in medical education with a particular emphasis on congenital cardiology. It provides strategies to the reader on how to optimize learning in the digital environment and offers guidance on how such tools can be incorporated into routine educational practice. Suggestions for developing and assessing educational material online are discussed. Lastly, the concepts of digital professionalism and digital scholarship are explored to aid medical teachers and educators employ these technologies effectively into their teaching and career development.
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Affiliation(s)
- Jonathan D. Windram
- Department of Cardiology, Mazankowski Heart Institute, University of Alberta, Edmonton, Alberta, Canada
| | - Ashley Neal
- Department of Pediatric Cardiology, Cincinnati Children’s Hospital, Cincinnati, Ohio, USA
| | - Colin J. McMahon
- Department of Pediatric Cardiology, Children’s Health Ireland, Crumlin, Dublin 12, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
- School of Health Professions Education, Maastricht University, Maastricht, the Netherlands
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McMahon CJ, Tretter JT, Redington AN, Bu’Lock F, Zühlke L, Heying R, Mattos S, Krishna Kumar R, Jacobs JP, Windram JD. Medical education and training within congenital cardiology: current global status and future directions in a post COVID-19 world. Cardiol Young 2022; 32:185-197. [PMID: 33843546 PMCID: PMC8111178 DOI: 10.1017/s1047951121001645] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/28/2020] [Revised: 03/29/2021] [Accepted: 04/05/2021] [Indexed: 12/26/2022]
Abstract
Despite enormous strides in our field with respect to patient care, there has been surprisingly limited dialogue on how to train and educate the next generation of congenital cardiologists. This paper reviews the current status of training and evolving developments in medical education pertinent to congenital cardiology. The adoption of competency-based medical education has been lauded as a robust framework for contemporary medical education over the last two decades. However, inconsistencies in frameworks across different jurisdictions remain, and bridging gaps between competency frameworks and clinical practice has proved challenging. Entrustable professional activities have been proposed as a solution, but integration of such activities into busy clinical cardiology practices will present its own challenges. Consequently, this pivot towards a more structured approach to medical education necessitates the widespread availability of appropriately trained medical educationalists, a development that will better inform curriculum development, instructional design, and assessment. Differentiation between superficial and deep learning, the vital role of rich formative feedback and coaching, should guide our trainees to become self-regulated learners, capable of critical reasoning yet retaining an awareness of uncertainty and ambiguity. Furthermore, disruptive innovations such as "technology enhanced learning" may be leveraged to improve education, especially for trainees from low- and middle-income countries. Each of these initiatives will require resources, widespread advocacy and raised awareness, and publication of supporting data, and so it is especially gratifying that Cardiology in the Young has fostered a progressive approach, agreeing to publish one or two articles in each journal issue in this domain.
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Affiliation(s)
- Colin J McMahon
- Department of Paediatric Cardiology, Children’s Health Ireland at Crumlin, Dublin, Ireland
- School of Medicine, University College Dublin, Belfield, Dublin 4, Ireland
| | - Justin T Tretter
- The Heart Institute, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Andrew N Redington
- The Heart Institute, Cincinnati Children’s Hospital Medical Center, Cincinnati, OH, USA
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, OH, USA
| | - Frances Bu’Lock
- Department of Paediatric Cardiology, East Midlands Congenital Heart Centre, University Hospitals of Leicester NHS Trust, Leicester, UK
| | - Liesl Zühlke
- Division of Paediatric Cardiology, Department of Paediatrics, Red Cross War Memorial Children’s Hospital, University of Cape Town, Cape Town, South Africa
- Division of Cardiology, Department of Medicine, Groote Schuur Hospital University of Cape Town, Cape Town, South Africa
| | - Ruth Heying
- Department of Paediatric Cardiology, Leuven, Belgium
| | - Sandra Mattos
- Department of Paediatric Cardiology, Royal Portuguese Hospital, Recife, Brazil
| | - R Krishna Kumar
- Amrita Institute of Medical Sciences and Research Centre, Kochi, Kerala, India
| | - Jeffrey P Jacobs
- Congenital Heart Center, Division of Thoracic and Cardiovascular Surgery, Department of Surgery, University of Florida, Gainesville, Florida, USA
| | - Jonathan D Windram
- Department of Cardiology, Mazankowski Heart Institute, University of Alberta, Edmonton, Alberta, Canada
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Zhang Z, Tang Z, Wang F, Yu J, Tang Y, Jiang B, Gou Y, Lu B, Tang A, Tang X. Achieving physical examination competence through optimizing hands-on practice cycles: a prospective cohort comparative study of medical students. PeerJ 2021; 9:e12544. [PMID: 34917424 PMCID: PMC8643100 DOI: 10.7717/peerj.12544] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/25/2021] [Accepted: 11/04/2021] [Indexed: 11/20/2022] Open
Abstract
Background Deliberate practice (DP) was proposed for effective clinical skill training, which highlights focused, repetitive practice and feedback as the key points for practice. Although previous studies have investigated the effect of feedback in DP, little is known about the proper repetitive cycles of clinical skills training especially in physical examination (PE) training. Methods We drew learning curves and designed a comparative study to find out the optimal number of hands-on practice cycles, an important aspect of DP, in abdominal PE training for medical students. A comparative study was conducted to validate the optimal number of hands-on practice by dividing students into two cohorts including Cohort A (high-frequency hand-on training) and B (low-frequency hand-on training). Results The learning curve study of 16 students exhibited a threshold of four repetitive practices when 81.25% students reached the competence score. A total of 74 students’ final exam scores were collected for analysis. Students in Cohort A (4–5 PEs) scored significantly higher than those in Cohort B (≤3 PEs) (84.41 ± 11.78 vs 76.83 ± 17.51] in the final exam (P = 0.030)). Conclusion High-frequency practice can improve students’ competence of abdominal PE skill. We recommend four cycles of hands-on practice for each student in a training course like PE training.
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Affiliation(s)
- Zinan Zhang
- Xiangya Medical School, Central South University, Changsha, China.,Department of Gastroenterology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Zhenwei Tang
- Xiangya Medical School, Central South University, Changsha, China.,Department of Dermatology, Xiangya hospital of Central South University, Changsha, China
| | - Fang Wang
- Department of Endocrinology and Metabolism, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Jingjia Yu
- Department of Cardiovascular Medicine, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Youzhou Tang
- Department of Nephrology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Boyue Jiang
- Xiangya Medical School, Central South University, Changsha, China
| | - Yue Gou
- Xiangya Medical School, Central South University, Changsha, China
| | - Ben Lu
- Department of Haematology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Anliu Tang
- Department of Gastroenterology, The Third Xiangya Hospital of Central South University, Changsha, China
| | - Xiaohong Tang
- Department of Cardiovascular Medicine, The Third Xiangya Hospital of Central South University, Changsha, China.,The Clinical Skills Training Center, The Third Xiangya Hospital of Central South University, Changsha, China
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Lange RA, Mukherjee D. Linking the right education to right heart catheterization. Catheter Cardiovasc Interv 2021. [DOI: 10.1002/ccd.29534] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Indexed: 11/06/2022]
Affiliation(s)
- Richard A. Lange
- Division of Cardiovascular Medicine Texas Tech University Health Sciences Center El Paso Texas
| | - Debabrata Mukherjee
- Division of Cardiovascular Medicine Texas Tech University Health Sciences Center El Paso Texas
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