Review article: closing the research gap at the interface of learning and clinical practice

Coronavirus and Cardiometabolic Syndrome: JACC Focus Seminar

The coronavirus disease 2019 (COVID-19) pandemic exposes unexpected cardiovascular vulnerabilities and the need to improve cardiometabolic health. Four cardiometabolic drivers—abnormal adiposity, dysglycemia, dyslipidemia, and hypertension—are examined in the context of COVID-19. Specific recommendations are provided for lifestyle change, despite social distancing restrictions, and pharmacotherapy, particularly for those with diabetes. Inpatient recommendations emphasize diligent and exclusive use of insulin to avert hyperglycemia in the face of hypercytokinemia and potential islet cell injury. Continuation of statins is advised, but initiating statin therapy to treat COVID-19 is as yet unsubstantiated by the evidence. The central role of the renin-angiotensin system is discussed. Research, knowledge, and practice gaps are analyzed with the intent to motivate prompt action. An emerging model of COVID-related cardiometabolic syndrome encompassing events before, during the acute phase, and subsequently in the chronic phase is presented to guide preventive measures and improve overall cardiometabolic health so future viral pandemics confer less threat.

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COVID-19 exposes epidemiological and mechanistic relationships with cardiometabolic links (abnormal adiposity, dysglycemia, dyslipidemia, and hypertension).

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Lifestyle, glycemic control, and regulation of the RAS have important implications for management of patients with COVID-19.

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CIRCS applies to all stages of COVID-19 illness, including prevention, acute management, and long-term outcomes.

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Further research should address gaps in current knowledge and clinical implementation of available strategies to mitigate the adverse consequences of CIRCS.

Physicians' roles in competency-based teaching: Do students recognize them?

Introduction: Imparting the concept of physician's roles with the help of new teaching formats is becoming increasingly important in medical education. The "ambulatory care simulation" was developed at the Medical Faculty Mannheim as a format to teach the roles of "medical expert," "communicator", "health advocate", "manager", "team member" and "professional" in the practical year. During the "ambulatory care simulation", students work through case scenarios with simulated patients focusing on the physician's roles and subsequently discussing and reflecting on their experiences. Several measures are designated to ensure that each role is covered by the new teaching format. The present study investigates whether the physician's roles are actually addressed during the "ambulatory care simulation" and whether the competency-based learning objectives are recognized by the students. Methods: All participants in 12 of the 38 obligatory "ambulatory care simulations" signed informed consents to be filmed during the "ambulatory care simulation". These videos were categorized using previously defined observation criteria. A total of 211 out of 224 students completed and handed in a one-minute paper at the end of the "ambulatory care simulation". The answers to the question, "What have you learned?" have been assigned to competency-based learning objectives. Results: Although instructors and students adhered to the guidelines in the recorded "ambulatory care simulations", the most frequently addressed roles were "medical expert" and "communicator." Two-thirds of the participants indicate learning outcomes that do not correspond to the previously defined learning objectives of the "ambulatory care simulation". Discussion: To ensure a thorough understanding and long-lasting appreciation of the physician's roles, longitudinal integration of teaching interventions into the curriculum is to be favored over single teaching units. Instructors need intensive preparation for the unfamiliar construct of physician's roles. The learning objectives must also be made more transparent. Conclusion: Especially complex teaching formats need to be evaluated for success if they are to achieve their aims. Formative evaluations enable verification of whether the learning objectives are addressed, recognized and, finally, achieved.

Postgraduate anaesthesiology education: protocol for a scoping review

INTRODUCTION

The link between education and clinical practice is vital, yet the current state of research suggests there is a substantial gap between medical education research and practice. This too is the case in the domain of anaesthesiology education research, as much of the research focuses on simulation studies, and a narrow range of research methods. The aim of this study is to comprehensively review the existing literature in postgraduate anaesthesiology education research in order to identify key research priorities. The findings from this review will be used to establish a base for developing a strategic research programme in anaesthesia education and practice.

METHODS AND ANALYSIS

We will employ the scoping review methodology outlined by Arksey and O'Malley (2005) to comprehensively search the literature pertaining to postgraduate anaesthesiology education. We will search relevant electronic databases (eg, MEDLINE, EMBASE) and grey literature. After conducting calibration exercises, two authors will independently apply inclusion criteria to all titles and abstracts and perform full-text review of all eligible articles. Data to be extracted will include basic information about the study (eg, location, design) as well as detailed information regarding the context of the research and type of education examined. Our results will be used to develop a framework of themes that outline the research currently being conducted and identify gaps in research.

ETHICS AND DISSEMINATION

This review is the first step in a strategic research plan in postgraduate anaesthesiology education. We plan to disseminate this research through publications, presentations and meetings with relevant stakeholders. Ethical approval was not sought for this scoping review.