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Liang JZ, Ng DKW, Raveendran V, Teo MYK, Quah ELY, Chua KZY, Lua JK, Owyong JLJ, Vijayan AV, Abdul Hamid NAB, Yeoh TT, Ong EK, Phua GLG, Mason S, Fong W, Lim C, Woong N, Ong SYK, Krishna LKR. The impact of online education during the Covid-19 pandemic on the professional identity formation of medical students: A systematic scoping review. PLoS One 2024; 19:e0296367. [PMID: 38181035 PMCID: PMC10769105 DOI: 10.1371/journal.pone.0296367] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/07/2023] [Accepted: 12/09/2023] [Indexed: 01/07/2024] Open
Abstract
Evolving individual, contextual, organizational, interactional and sociocultural factors have complicated efforts to shape the professional identity formation (PIF) of medical students or how they feel, act and think as professionals. However, an almost exclusive reliance on online learning during the COVID-19 pandemic offers a unique opportunity to study the elemental structures that shape PIF and the environmental factors nurturing it. We propose two independent Systematic Evidence-Based Approach guided systematic scoping reviews (SSR in SEBA)s to map accounts of online learning environment and netiquette that structure online programs. The data accrued was analysed using the clinically evidenced Krishna-Pisupati Model of Professional Identity Formation (KPM) to study the evolving concepts of professional identity. The results of each SSR in SEBA were evaluated separately with the themes and categories identified in the Split Approach combined to create richer and deeper 'themes/categories' using the Jigsaw Perspective. The 'themes/categories' from each review were combined using the Funnelling Process to create domains that guide the discussion. The 'themes/categories' identified from the 141 included full-text articles in the SSR in SEBA of online programs were the content and effects of online programs. The themes/categories identified from the 26 included articles in the SSR in SEBA of netiquette were guidelines, contributing factors, and implications. The Funnelling Process identified online programs (encapsulating the content, approach, structures and the support mechanisms); their effects; and PIF development that framed the domains guiding the discussion. This SSR in SEBA identifies the fundamental elements behind developing PIF including a structured program within a nurturing environment confined with netiquette-guided boundaries akin to a Community of Practice and the elemental aspect of a socialisation process within online programs. These findings ought to be applicable beyond online training and guide the design, support and assessment of efforts to nurture PIF.
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Affiliation(s)
- Jonathan Zhen Liang
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Donovan Kai Wei Ng
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Vijayprasanth Raveendran
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Mac Yu Kai Teo
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Elaine Li Ying Quah
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Keith Zi Yuan Chua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | - Jun Kiat Lua
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
| | | | - Andrew Vimal Vijayan
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
| | | | - Ting Ting Yeoh
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Department of Pharmacy, National Cancer Centre Singapore, Singapore, Singapore
| | - Eng Koon Ong
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Assisi Hospice, Singapore, Singapore
| | - Gillian Li Gek Phua
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Lien Centre for Palliative Care, Duke-NUS Medical School, Singapore, Singapore
| | - Stephen Mason
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
| | - Warren Fong
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Department of Rheumatology and Immunology, Singapore General Hospital, Singapore, Singapore
| | - Crystal Lim
- Medical Social Services, Singapore General Hospital, Singapore, Singapore
| | - Natalie Woong
- Department of Internal Medicine, Singapore General Hospital, Singapore, Singapore
| | - Simon Yew Kuang Ong
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Division of Medical Oncology, National Cancer Centre Singapore, Singapore, Singapore
| | - Lalit Kumar Radha Krishna
- Yong Loo Lin School of Medicine, National University Singapore, Singapore, Singapore
- Division of Supportive and Palliative Care, National Cancer Centre Singapore, Singapore
- Division of Cancer Education, National Cancer Centre Singapore, Singapore, Singapore
- Duke-NUS Medical School, Singapore, Singapore
- Palliative Care Institute Liverpool, Academic Palliative & End of Life Care Centre, University of Liverpool, Liverpool, United Kingdom
- PalC, The Palliative Care Centre for Excellence in Research and Education, Singapore, Singapore
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Cabral NC, Figueira SDANN, Zamith MM, de Oliveira AC, Padrini L, Sanudo A, de Almeida MFB, Guinsburg R. Neonatal performed echocardiography course: Can we face it? J Perinatol 2023; 43:1262-1267. [PMID: 36739361 PMCID: PMC9898855 DOI: 10.1038/s41372-023-01617-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 03/11/2022] [Revised: 01/09/2023] [Accepted: 01/16/2023] [Indexed: 02/06/2023]
Abstract
OBJECTIVE To evaluate students' qualification after a six-month basic course of Neonatal Performed Echocardiography (NPEcho), adjusted by the motivational profile. STUDY DESIGN Prospective cohort of 16 neonatologists/neonatal fellows who underwent the basic NPEcho course in 2019 (18 h face-to-face theoretical classes; 36 h hands-on training) and 12 in 2020 (18 h online theoretical classes; 36 h hands-on training). Students' qualification was defined as ≥70% in post-test, video test, and practical evaluation in neonates. Academic Motivation Scale was applied. RESULTS Scores in 2019 vs. 2020 were: pre-test -32% vs. 40% (p = 0.029), final theoretical score -78% vs. 69% (p = 0.007), and practical evaluation -88% vs. 65% (p = 0.003), resulting in 68.8% in 2019 vs. 33.3% in 2020 qualified students. Students' motivational profile were similar in 2019 and 2020. CONCLUSION The NPEcho was successful in qualifying students with face-to-face theoretical classes, but the online format was inadequate to achieve the learning goals.
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Affiliation(s)
- Nádia Canale Cabral
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil.
| | | | - Marina Maccagnano Zamith
- Department of Internal Medicine, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Allan Chiaratti de Oliveira
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Lucio Padrini
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Adriana Sanudo
- Department of Preventive Medicine, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Maria Fernanda Branco de Almeida
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
| | - Ruth Guinsburg
- Division of Neonatal Medicine, Department of Pediatrics, Escola Paulista de Medicina-Universidade Federal de São Paulo, São Paulo, SP, Brazil
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Koh SJQ, Woon TH, Fong W, Kwan YH, Lim SH, Lee JLH, Tan HK. Residents' Report of COVID-19 Associated Training Disruptions, Stressors, and Opportunities During the Pandemic-The Singapore Experience. J Grad Med Educ 2023; 15:494-499. [PMID: 37637339 PMCID: PMC10449353 DOI: 10.4300/jgme-d-22-00569.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/26/2022] [Revised: 01/26/2023] [Accepted: 05/05/2023] [Indexed: 08/29/2023] Open
Abstract
Background The COVID-19 pandemic has disrupted residency training. Several studies have been performed to investigate the impact of the pandemic on residency training in Accreditation Council for Graduate Medical Education-International (ACGME-I)-accredited institutions. However, these were either limited to certain specialties or failed to consider possible opportunities from the pandemic. Objective To determine the stressors on residents as well as the opportunities that arose from the COVID-19 pandemic across multiple specialities in Singapore. Methods A cross-sectional survey among SingHealth residents was conducted between July and September 2020. The survey assessed the balance between service and training during hospital postings, the pandemic's influence on examination and teaching, the psychological impact of the pandemic, the level of burnout, and the effect on morale of residents during the pandemic. Results The response rate was 27.1% (253 of 934). Out of the 253 residents, 136 (53.8%) felt stressed during the pandemic. Concerns about family's health and safety pertaining to potential COVID-19 infection, progression in training, and completion of examinations were the top 3 stressors. One-hundred and three residents (40.7%) had their training disrupted either by being placed in an interim posting not part of their residency requirements or being deployed to care for patients with COVID-19. Although administrative support and information for virtual teaching were sufficient, only 108 (42.7%) agreed it had the same value as face-to-face sessions. Despite the challenges, 179 (70.8%) thought that experiencing this crisis provided more meaning in their career. Conclusions The COVID-19 pandemic has brought about challenges and learning opportunities for residents.
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Affiliation(s)
- Samuel Ji Quan Koh
- Samuel Ji Quan Koh, MBBS, MRCP,* is a Resident, SingHealth Internal Medicine Residency Programme, Singapore Health Services, Singapore
| | - Ting Hui Woon
- Ting Hui Woon, MS, BSc,* is a Research Coordinator, Department of Rheumatology and Immunology, Singapore General Hospital, Singapore
| | - Warren Fong
- Warren Fong, MBBS, MRCP, FAMS, is Clinical Associate Professor, Department of Rheumatology and Immunology, Singapore General Hospital, Senior Consultant, Duke-NUS Medical School, and Program Director, Department of Medicine, Yong Loo Lin School of Medicine, National University of Singapore, Singapore
| | - Yu Heng Kwan
- Yu Heng Kwan, BSc, MD, PhD, is a Resident, SingHealth Internal Medicine Residency Program, Singapore Health Services, Singapore, Adjunct Senior Research Fellow, Program in Health Services & Systems Research, Duke NUS Medical School, and Adjunct Lecturer, Department of Pharmacy, National University of Singapore, Singapore
| | - Swee Han Lim
- Swee Han Lim, MBBS, FRCSEd, FRCP, FAMS, is Clinical Professor, Department of Emergency Medicine, Singapore General Hospital, and Senior Consultant and Associate Designated Institutional Official, SingHealth Residency, Singapore Health Services, Singapore, and Duke-NUS Medical School
| | - Jodie Ling Horng Lee
- Jodie Ling Horng Lee, MS, BEng, PGDip, EMBA, is Senior Manager, Centre for Residents and Faculty Development, Graduate Medical Education Office, SingHealth Residency, Singapore Health Services, Singapore; and
| | - Hak Koon Tan
- Hak Koon Tan, MBBS, FRCOG, MMed, MRACOG, FAMS, is Designated Institutional Official, Department of Obstetrics and Gynecology, Singapore General Hospital, SingHealth Residency, Singapore Health Services, Singapore, and Duke-NUS Medical School
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Clark EH, Haltom TM, Freytag J, Hysong SJ, Dang BN, Giordano TP, Kulkarni PA. Impact of the COVID-19 Pandemic on Medical Education during Inpatient Internal Medicine Rounds. South Med J 2023; 116:690-695. [PMID: 37536697 PMCID: PMC10417251 DOI: 10.14423/smj.0000000000001588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/10/2023] [Indexed: 08/05/2023]
Abstract
OBJECTIVES Inpatient rounding is a foundational component of medical education in academic hospitals. The coronavirus 2019 (COVID-19) pandemic disrupted traditional inpatient rounding practices. The objectives of this study were to describe how Internal Medicine inpatient team rounding changed because of COVID-19-related precautions and the effect of these changes on education during rounds. METHODS During February to March 2021, we conducted four virtual focus groups with medical and physician assistant students, interns, upper-level residents, and attending physicians at the Michael E. DeBakey Veterans Affairs Medical Center in Houston, Texas, and designed a codebook to categorize focus group commentary. RESULTS Focus groups revealed that students believed that certain physical-distancing measures in place early on during the pandemic were ineffective and significantly limited their ability to evaluate patients in person. Residents described increased stress levels related to potential severe acute respiratory-coronavirus 2 exposure and limited time at the bedside, which affected their confidence with clinical assessments. Rounding-team fragmentation precluded the entire team learning from all of the patients on the team's census. Loss of intrateam camaraderie impaired the development of comfortable learning environments. CONCLUSIONS This study evaluated Internal Medicine team member focus groups to describe how the COVID-19 pandemic affected medical education during rounds. Academic teaching programs can adapt the findings from this study to address and prevent pandemic-related gaps in medical education during rounds now and during future potential disruptions to medical education.
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Affiliation(s)
- Eva H. Clark
- From the Department of Medicine-Infectious Diseases, Baylor College of Medicine, Houston, Texas
- HSR&D Center for Innovations in Quality, Effectiveness, and Safety, Michael E. DeBakey VA Medical Center, Houston, Texas
| | - Trenton M. Haltom
- HSR&D Center for Innovations in Quality, Effectiveness, and Safety, Michael E. DeBakey VA Medical Center, Houston, Texas
- Department of Medicine-Health Services Research, Baylor College of Medicine, Houston, Texas
| | - Jennifer Freytag
- HSR&D Center for Innovations in Quality, Effectiveness, and Safety, Michael E. DeBakey VA Medical Center, Houston, Texas
| | - Sylvia J. Hysong
- HSR&D Center for Innovations in Quality, Effectiveness, and Safety, Michael E. DeBakey VA Medical Center, Houston, Texas
- Department of Medicine-Health Services Research, Baylor College of Medicine, Houston, Texas
| | - Bich N. Dang
- From the Department of Medicine-Infectious Diseases, Baylor College of Medicine, Houston, Texas
- HSR&D Center for Innovations in Quality, Effectiveness, and Safety, Michael E. DeBakey VA Medical Center, Houston, Texas
| | - Thomas P. Giordano
- From the Department of Medicine-Infectious Diseases, Baylor College of Medicine, Houston, Texas
- HSR&D Center for Innovations in Quality, Effectiveness, and Safety, Michael E. DeBakey VA Medical Center, Houston, Texas
| | - Prathit A. Kulkarni
- From the Department of Medicine-Infectious Diseases, Baylor College of Medicine, Houston, Texas
- Medical Care Line, Michael E. DeBakey VA Medical Center, Houston, Texas
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Brar G, Harney S, McGarr O, McFarland J. Mentoring & support practices for final year medical students during a pandemic - 'The covid doctors'. BMC MEDICAL EDUCATION 2023; 23:534. [PMID: 37496028 PMCID: PMC10373250 DOI: 10.1186/s12909-023-04513-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/16/2022] [Accepted: 07/16/2023] [Indexed: 07/28/2023]
Abstract
BACKGROUND Transition from final-year medical student to newly graduated doctor is challenging with evidence of associated increased patient mortality and medical errors. Previous work suggests tackling preparedness alone does not 'solve' this transition. The current focus on mentoring and support provision during this period and is an under-researched area. The COVID-19 pandemic represents a unique disruptive critical incident in which to examine mentoring and support practices, exposing strengths and weaknesses. The perspectives of this cohort and their implications remains an under-researched area. METHODS Individual semi-structured interviews were conducted with nine graduate-entry final-year medical students. An inductive latent phenomenological approach explored individual experiences of mentoring and support practices during final-year and transition to professional practice. RESULTS Three major themes emerged: 1) Mentoring & Support; 2) Clinical Exposure; 3) Graduation & Transition. A journey metaphor was used to aid the description of participants' lived experience of mentoring and support practices during their final year. Final year medical students (FYMs) felt under-supported and found practices inadequate. Reduced clinical exposure yielded unpreparedness and regression, potentially impacting future careers. Positive experiences were variable and unstructured. 'The COVID Doctors', subtheme provided rich insights into shared narratives and identities amongst participants. CONCLUSIONS This study provides qualitative evidence for perceived inadequate mentoring and support provision for final year medical students at transition during a critical incident (the COVID-19 pandemic). Several themes using the metaphor of a journey explore the lived experience of this unique cohort determining their perceptions on the delivery of their medical education and their identity as 'covid doctors'. There are several implications for this study in a post-pandemic era and for pandemic-preparedness, both rapidly growing areas of research in medical education. Recommendations include updating contingency plans, balancing clinical exposure with patient safety issues, and providing support to 'bottom-up' mentoring practices.
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Saqr M, Raspopovic Milic M, Pancheva K, Jovic J, Peltekova EV, Conde MÁ. A multimethod synthesis of Covid-19 education research: the tightrope between covidization and meaningfulness. UNIVERSAL ACCESS IN THE INFORMATION SOCIETY 2023:1-14. [PMID: 37361671 PMCID: PMC10027595 DOI: 10.1007/s10209-023-00989-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 03/02/2023] [Indexed: 06/28/2023]
Abstract
This study offers a comprehensive analysis of COVID-19 research in education. A multi-methods approach was used to capture the full breadth of educational research. As such, a bibliometric analysis, structural topic modeling, and qualitative synthesis of top papers were combined. A total of 4,201 articles were retrieved from Scopus, mostly published from 2019 to 2021. In this work special attention is paid to analyzing and synthesizing findings about: (i) status of research about COVID-19 regarding frequencies, venues, publishing countries, (ii) identification of main topics in the COVID-19 research, and (iii) identification of the major themes in most cited articles and their impact on the educational community. Structural topic modeling identified three main groups of topics that related to education in general, moving to online education, or diverse topics (e.g., perceptions, inclusion, medical education, engagement and motivation, well-being, and equality). A deeper analysis of the papers that received most attention revealed that problem understanding was the dominating theme of papers, followed by challenges, impact, guidance, online migration, and tools and resources. A vast number of papers were produced. However, thoughtful, well-planned, and meaningful research was hard to conceptualize or implement, and a sense of urgency led to a deluge of research with thin contributions in a time of dire need to genuine insights.
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Affiliation(s)
- Mohammed Saqr
- School of Computing, University of Eastern Finland, Joensuu Campus, Yliopistokatu 2, 80100 Joensuu, Finland
| | - Miroslava Raspopovic Milic
- Faculty of Information Technology, Belgrade Metropolitan University, Tadeuša Košćuška 63, 11000 Belgrade, Serbia
| | | | - Jovana Jovic
- Faculty of Information Technology, Belgrade Metropolitan University, Tadeuša Košćuška 63, 11000 Belgrade, Serbia
| | - Elitsa V. Peltekova
- Department of Information Technologies, Faculty of Mathematics and Informatics, Sofia University St. Kliment Ohridski, Sofia, Bulgaria
| | - Miguel Á. Conde
- Department of Mechanics, Computer Science and Aerospace Engineering, Robotics Group, Universidad de León, Campus de Vegazana S/N, 24071 León, Spain
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Lee JWY, Bello F. Readiness of Health Care Professionals in Singapore to Teach Online and Their Technology-Related Teaching Needs: Quantitative Cross-sectional Pilot Study. JMIR MEDICAL EDUCATION 2023; 9:e42281. [PMID: 36877546 PMCID: PMC10028517 DOI: 10.2196/42281] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/30/2022] [Revised: 01/31/2023] [Accepted: 01/31/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND With the increasing acceptance of face-to-face classes transitioning to web-based learning due to COVID-19, there is an increasing need to have educators trained and equipped to teach online. The ability to teach in-person may not necessarily mean that one is ready teach in a web-based environment. OBJECTIVE The objective of our study was to investigate the readiness of health care professionals in Singapore to teach online and their technology-related teaching needs. METHODS This was a quantitative cross-sectional pilot study conducted among health care administrative staff and professionals in medicine, nursing, allied health, and dentistry. Participants were recruited via an open invitation email to all staff members of Singapore's largest group of health care institutions. Data were collected using a web-based questionnaire. Differences in the readiness of the professionals to teach online were analyzed using analysis of variance, and a 1-sided independent sample t test was performed to analyze the differences between respondents younger than 40 years and those older than 41 years. RESULTS A total of 169 responses was analyzed. Full-time academic faculty members scored the highest for readiness to teach online (2.97), followed by nursing professionals (2.91), medicine professionals (2.88), administrative staff members (2.83), and allied health professionals (2.76). However, there was no statistically significant difference (P=.77) among all the respondents in their readiness to teach online. There was an agreement among all professionals in their need for software tools to teach; in particular, there was a significant difference in the software needs among the professionals for streaming videos (P=.01). There was no statistically significant difference in the readiness to teach online between those younger than 40 years and those older than 41 years (P=.48). CONCLUSIONS Our study shows that there are still some gaps in terms of readiness to teach online among health care professionals. Our findings can be used by policy makers and faculty developers to identify opportunities for development among their educators so that they are ready to teach online with the appropriate software tools.
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Affiliation(s)
- Jason Wen Yau Lee
- Technology Enhanced Learning and Innovation Department, Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
| | - Fernando Bello
- Technology Enhanced Learning and Innovation Department, Duke-NUS Medical School, National University of Singapore, Singapore, Singapore
- Department of Surgery and Cancer, Imperial College London, London, United Kingdom
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McKimm J, Ramani S, Forrest K, Bishop J, Findyartini A, Mills C, Hassanien M, Al-Hayani A, Jones P, Nadarajah VD, Radu G. Adaptive leadership during challenging times: Effective strategies for health professions educators: AMEE Guide No. 148. MEDICAL TEACHER 2023; 45:128-138. [PMID: 35543323 DOI: 10.1080/0142159x.2022.2057288] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
Leadership and management are becoming increasingly recognised as vital for high-performing organisations and teams in health professions education. It is often difficult for those embarking on leadership activities (as well as more experienced leaders) to find their way through the volume of literature and generic information on the topic. This guide aims to provide a framework for developing educators' understanding of leadership, management, and followership in the context of health professions education. It explains many relevant approaches to leadership and suggests various strategies through which educators can develop their practice to become more effective.
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Affiliation(s)
- Judy McKimm
- Swansea University Medical School, Wales, UK
- Department of Internal Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Subha Ramani
- Harvard Medical School, Boston, USA
- Massachusetts General Hospital Institute for Health Professions Education, Boston, USE
- Honorary Professor of Medical Education, University of Manchester, Manchester, UK
| | - Kirsty Forrest
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Jo Bishop
- Faculty of Health Sciences and Medicine, Bond University, Gold Coast, Queensland, Australia
| | - Ardi Findyartini
- Head of Medical Education Unit and Head of Cluster, Centre for Medical Education, Indonesia Medical Education and Research Institute, Faculty of Medicine Universitas Indonesia, Jakarta, Indonesia
| | - Chloe Mills
- Department of Applied Linguistics, Swansea University, Swansea, UK
| | - Mohammed Hassanien
- Department of Clinical Biochemistry & Medicasl Education, College of Pharmacy Practice, King Abdulaziz University, Jeddah, Saudi Arabia
- College of Medicine, Tanta University, Tanta, Egypt
| | - Abdulmonem Al-Hayani
- Anatomy, Department of Anatomy, Faculty of Medicine, King Abdulaziz University, Jeddah, Saudi Arabia
| | - Paul Jones
- Faculty of Medicine & Health Sciences, Swansea University, Swansea, UK
| | - Vishna Devi Nadarajah
- Institutional Development at the International Medical University, Kuala Lumpur, Malaysia
| | - Greg Radu
- Departement of Psychiatry, Memorial University, St. Clare's Hospital, St. John's, Canada
- Department of Health and Community Services, Government of Newfoundland and Labrador, St John's, Canada
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Waqas U, Abd Rahman A, Ismail NW, Kamal Basha N, Umair S. Influence of supply chain risk management and its mediating role on supply chain performance: perspectives from an agri-fresh produce. ANNALS OF OPERATIONS RESEARCH 2023; 324:1399-1427. [PMID: 35531561 PMCID: PMC9069951 DOI: 10.1007/s10479-022-04702-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 04/04/2022] [Indexed: 05/03/2023]
Abstract
As agropreneurs of fresh fruits and vegetables are important contributors to the economy, supply chain risk management is vital for their survival and growth. Therefore, this study examined the mediating effect of supply chain risk management in reducing the impact of supply chain risks and increasing supply chain performance among small scale agropreneurs in Malaysia. It also evaluated the moderating role that knowledge management plays between supply chain risks and supply chain risk management. SmartPLS 3.0 (PLS-SEM), which uses partial least squares structural equation modelling, was utilised to test the framework. Data from 430 fresh fruit and vegetable agropreneurs in the five most productive Malaysian states were collected using a questionnaire. The results confirmed (1) a negative correlation between supply chain risks and supply chain performance (2) that supply chain risk management mediates the relationship between supply chain risks and supply chain performance, and (3) that knowledge management moderates the relationship between supply chain risks and supply chain performance. Therefore, these findings could help government institutes and agropreneurs associations better appreciate the value of supply chain risk management due to its positive effect on the overall performance of agropreneurships.
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Affiliation(s)
- Umair Waqas
- School of Business and Economics, Universiti Putra Malaysia, 43400 Serdang, Malaysia
| | - Azmawani Abd Rahman
- School of Business and Economics, Universiti Putra Malaysia, 43400 Serdang, Malaysia
| | - Normaz Wana Ismail
- School of Business and Economics, Universiti Putra Malaysia, 43400 Serdang, Malaysia
| | - Norazlyn Kamal Basha
- School of Business and Economics, Universiti Putra Malaysia, 43400 Serdang, Malaysia
| | - Sonia Umair
- School of Business and Economics, Universiti Putra Malaysia, 43400 Serdang, Malaysia
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Martin P, McGrail M, Fox J, Ostini R, Doyle Z, Playford D, Beattie J, Isaac V, Fuller L, Allen P, Kondalsamy-Chennakesavan S. Impact of the COVID-19 pandemic on student experiences during rural placements in Australia: findings from a national multi-centre survey. BMC MEDICAL EDUCATION 2022; 22:852. [PMID: 36482397 PMCID: PMC9733068 DOI: 10.1186/s12909-022-03927-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The aim of this national study was to explore the learning experiences of Australia's medical students who trained rurally during the COVID-19 pandemic in 2020. METHODS A cross-sectional, national multi-centre survey was conducted in 2020, through the Federation of Rural Australian Medical Educators (FRAME). Participants were medical students who had completed an extended Rural Clinical School (RCS) training placement (≥ 12 months). A bespoke set of COVID-19 impact questions were incorporated into the annual FRAME survey, to capture COVID-19-related student experiences in 2020. Pre-pandemic (2019 FRAME survey data) comparisons were also explored. RESULTS FRAME survey data were obtained from 464 students in 2020 (51.7% response rate), compared with available data from 668 students in 2019 (75.6% response rate). Most students expressed concern regarding the pandemic's impact on the quality of their learning (80%) or missed clinical learning (58%); however, students reported being well-supported by the various learning and support strategies implemented by the RCSs across Australia. Notably, comparisons to pre-pandemic (2019) participants of the general RCS experience found higher levels of student support (strongly agree 58.9% vs 42.4%, p < 0.001) and wellbeing (strongly agree 49.6% vs 42.4%, p = 0.008) amongst the 2020 participants. Students with more than one year of RCS experience compared to one RCS year felt better supported with clinical skills learning opportunities (p = 0.015) and less affected by COVID-19 in their exam performance (p = 0.009). CONCLUSIONS This study has provided evidence of both the level of concern relating to learning quality as well as the positive impact of the various learning and support strategies implemented by the RCSs during the pandemic in 2020. RCSs should further evaluate the strategies implemented to identify those that are worth sustaining into the post-pandemic period.
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Affiliation(s)
- Priya Martin
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia.
| | - Matthew McGrail
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia
| | - Jordan Fox
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia
| | - Remo Ostini
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia
| | - Zelda Doyle
- Rural Clinical School, School of Medicine, University of Notre Dame, Sydney, Australia
| | - Denese Playford
- Rural Clinical School of Western Australia, Medical Schools of UWA and Notre Dame, The University of Western Australia, Perth, Australia
| | - Jessica Beattie
- Rural Community Clinical School, School of Medicine, Deakin University, Geelong, Australia
| | - Vivian Isaac
- College of Medicine and Public Health, Rural and Remote Health SA, Flinders University, Adelaide, Australia
| | - Lara Fuller
- Rural Community Clinical School, School of Medicine, Deakin University, Geelong, Australia
| | - Penny Allen
- Rural Clinical School, College of Health and Medicine, The University of Tasmania, Hobart, Australia
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11
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Lee BE, Zlotshewer BA, Mayeda RC, Kaplan LI. Impact of Online-Only Instruction on Preclinical Medical Education in the Setting of COVID-19: Comparative Analysis of Online-Only Vs. Hybrid Instructions on Academic Performance and Mental Wellbeing. MEDICAL SCIENCE EDUCATOR 2022; 32:1367-1374. [PMID: 36245945 PMCID: PMC9540297 DOI: 10.1007/s40670-022-01650-6] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/27/2022] [Indexed: 05/19/2023]
Abstract
INTRODUCTION With the onset of the COVID-19 pandemic, many medical schools were forced to adopt a virtual learning environment. The purpose of this study is to investigate the impact of online-only instruction compared to online and in-person (hybrid) instruction on educational performance, wellbeing, and course satisfaction. METHODS We performed a descriptive cross-sectional survey of second-year medical students following a transition to online-only and hybrid instruction. Of the 198 total students, we collected 61 responses (42.6% [N = 26] male, 55.7% [N = 34] female, 1.6% [N = 1] preferred not to specify). 49.2% of the participants were in the online-only group. 50.8% of the participants were in the hybrid group. RESULTS There was a significantly lower mean final grade in the online-only group compared to the hybrid group (p = 0.04293). In contrast, there was no significant difference in measures of wellbeing (p = 0.6858) or course satisfaction (p = 0.9332). CONCLUSION Our study suggests that hybrid instructional delivery may be more effective than online-only instructional delivery for academic performance. However, there was no significant difference in mental wellbeing between either form of teaching. Students report that mental wellbeing was considerably impacted by factors related to the home environment as well as by unique concerns associated with the COVID-19 pandemic. While the online-only model may have been the safest-and only-option for many medical schools during the COVID-19 pandemic, we advise caution in transitioning to a complete online format without carefully designing the online curriculum to account for the negative impact it may have on student education. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-022-01650-6.
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Affiliation(s)
- Briana E. Lee
- Lewis Katz School of Medicine, 3500 N Broad St, Philadelphia, PA 19140 USA
| | | | - Rebecca C. Mayeda
- Lewis Katz School of Medicine, 3500 N Broad St, Philadelphia, PA 19140 USA
| | - Lawrence I. Kaplan
- Section of General Internal Medicine, Lewis Katz School of Medicine, Philadelphia, PA USA
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12
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Huang J, Qian Y, Shen W, Chen Y, Zhao L, Cao S, Rich E, Pastor Ansah J, Wu F. Optimizing national border reopening policies in the COVID-19 pandemic: A modeling study. Front Public Health 2022; 10:979156. [PMID: 36530669 PMCID: PMC9749815 DOI: 10.3389/fpubh.2022.979156] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/27/2022] [Accepted: 10/18/2022] [Indexed: 12/05/2022] Open
Abstract
Objective After emergence of the COVID-19 pandemic and subsequent restrictions, countries worldwide have sought to reopen as quickly as possible. However, reopening involves the risk of epidemic rebound. In this study, we investigated the effective policy combination to ensure safe reopen. Methods On the basis of the classical SEIR epidemic model, we constructed a COVID-19 system dynamics model, incorporating vaccination, border screening, and fever clinic unit monitoring policies. The case of China was used to validate the model and then to test policy combinations for safe reopening. Findings Vaccination was found to be crucial for safe reopening. When the vaccination rate reached 60%, the daily number of newly confirmed COVID-19 cases began to drop significantly and stabilized around 1,400 [1/1,000,000]. The border screening policy alone only delayed epidemic spread for 8 days but did not reduce the number of infections. Fever clinic unit monitoring alone could reduce the peak of new confirmed cases by 44% when the case identification rate rose from 20 to 80%. When combining polices, once the vaccination rate reached 70%, daily new confirmed cases stabilized at 90 [0.64/1,000,000] with an 80% case identification rate at fever clinic units and border screening. For new variants, newly confirmed cases did not stabilize until the vaccination rate reached 90%. Conclusion High vaccination rate is the base for reopening. Vaccination passport is less effective compared with a strong primary care monitoring system for early detection and isolation of the infected cases.
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Affiliation(s)
- Jiaoling Huang
- School of Public Health, Shanghai Jiao Tong University School of Medicine, Shanghai, China
| | - Ying Qian
- Business School, University of Shanghai for Science and Technology, Shanghai, China,*Correspondence: Ying Qian
| | - Wuzhi Shen
- Faculty of Social Sciences, University of Bergen, Bergen, Norway
| | - Yong Chen
- Department of Profession Management, Shanghai Municipal Center for Disease Control and Prevention, Shanghai, China
| | - Laijun Zhao
- Business School, University of Shanghai for Science and Technology, Shanghai, China
| | - Siqi Cao
- Business School, University of Shanghai for Science and Technology, Shanghai, China
| | - Eliot Rich
- School of Business, University at Albany, State University of New York, New York, NY, United States
| | - John Pastor Ansah
- Case Western Reserve University, Center for Community Health Integration, Duke-NUS Medical School, Singapore, Singapore
| | - Fan Wu
- Shanghai Institute of Infectious Disease and Biosecurity, School of Public Health, Fudan University, Shanghai, China,Fan Wu
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13
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Cartledge S, Ward D, Stack R, Terry E. Adaptations in clinical examinations of medical students in response to the COVID-19 pandemic: a systematic review. BMC MEDICAL EDUCATION 2022; 22:607. [PMID: 35932046 PMCID: PMC9356416 DOI: 10.1186/s12909-022-03662-7] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 01/27/2022] [Accepted: 06/27/2022] [Indexed: 06/15/2023]
Abstract
INTRODUCTION Clinical examinations (assessments) are integral to ensuring that medical students can treat patients safely and effectively. The COVID-19 pandemic disrupted traditional formats of clinical examinations. This prompted Medical Schools to adapt their approaches to conducting these examinations to make them suitable for delivery in the pandemic. This systematic review aims to identify the approaches that Medical Schools, internationally, adopted in adapting their clinical examinations of medical students in response to the COVID-19 pandemic. METHODS Three databases and four key medical education journals were systematically searched up to 22 October 2021; a grey literature search was also undertaken. Two reviewers independently screened at title, abstract stage and full text stage against predefined eligibility criteria. Discrepancies were resolved by discussion and involvement of senior authors. Risk of bias assessment was performed using an adapted version of a pre-existing risk of bias assessment tool for medical education developments. Results were summarised in a narrative synthesis. RESULTS A total of 36 studies were included, which documented the approaches of 48 Medical Schools in 17 countries. Approaches were categorised into in-person clinical examinations (22 studies) or online clinical examinations (14 studies). Authors of studies reporting in-person clinical examinations described deploying enhanced infection control measures along with modified patient participation. Authors of studies reporting online clinical examinations described using online software to create online examination circuits. All authors reported that adapted examinations were feasible, scores were comparable to previous years' student cohorts, and participant feedback was positive. Risk of bias assessment highlighted heterogeneity in reporting of the clinical examinations. CONCLUSIONS This review identified two broad approaches to adapting clinical examinations in the pandemic: in-person and online. Authors reported it was feasible to conduct clinical examinations in the pandemic where medical educators are given sufficient time and resources to carefully plan and introduce suitable adaptations. However, the risk of bias assessment identified few studies with high reporting quality, which highlights the need for a common framework for reporting of medical education developments to enhance reproducibility across wider contexts. Our review provides medical educators with the opportunity to reflect on past practises and facilitate the design and planning of future examinations.
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Affiliation(s)
| | - Derek Ward
- University of Birmingham, Birmingham, B15 2TT, UK
| | | | - Emily Terry
- University of Birmingham, Birmingham, B15 2TT, UK
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14
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Siddiqi H, Tahir MJ, Ullah I, Nazir A, Douba Z, Asghar MS, Yousaf Z. COVID-19 pandemic: Direct effects on the medical education in Pakistan. Ann Med Surg (Lond) 2022; 79:104073. [PMID: 35765599 PMCID: PMC9225938 DOI: 10.1016/j.amsu.2022.104073] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2022] [Accepted: 06/22/2022] [Indexed: 11/24/2022] Open
Abstract
To date, the medical education literature has focused on strategies for high-income countries to optimize online education. Low- and middle-income countries' students face additional challenges in providing virtual education. The main challenges LMIC students face are frequent internet and electricity outages and limited technology skills. The COVID-19 pandemic placed novel emotional and financial pressures on medical students. Here, we presented strategies for best practices in remote medical education, such as open-access medical education content.
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15
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Lee ICJ, Wong P, Goh SPL, Cook S. A Synchronous Hybrid Team-Based Learning Class: Why and How to Do It? MEDICAL SCIENCE EDUCATOR 2022; 32:697-702. [PMID: 35493983 PMCID: PMC9039979 DOI: 10.1007/s40670-022-01538-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/23/2022] [Indexed: 06/14/2023]
Abstract
COVID-19 pandemic has transformed much of the medical curriculum delivery from in person to online. Given that interpersonal interaction facilitates team cohesion and professional identity formation, prolonged online learning with minimal social interaction might impact these competencies in medical education. To mitigate the impact of prolonged social isolation, we conducted synchronous team-based learning (TBL) classes, where half the class is physically present and the other is connected via an online platform, termed hybrid TBL. We present practical tips in implementing hybrid TBL for educators teaching in large-sized classes, should conditions exist where not all students can attend in person.
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Affiliation(s)
| | - Peiyan Wong
- Duke-NUS Medical School, Singapore, Singapore
- National University of Singapore, Singapore, Singapore
| | - Suzanne Pei Lin Goh
- Duke-NUS Medical School, Singapore, Singapore
- KK Women’s and Children’s Hospital, Singapore, Singapore
| | - Sandy Cook
- Duke-NUS Medical School, Singapore, Singapore
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16
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López‐Úbeda R, García‐Vázquez FA. Self‐directed learning using computer simulations to study veterinary physiology: Comparing individual and collaborative learning approaches. Vet Rec 2022; 191:e1732. [DOI: 10.1002/vetr.1732] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/26/2021] [Revised: 03/16/2022] [Accepted: 04/05/2022] [Indexed: 10/18/2022]
Affiliation(s)
- Rebeca López‐Úbeda
- Education Innovation Group ‘Fisio‐Innova’ Department of Physiology Faculty of Veterinary Science International Excellence Campus for Higher Education and Research ‘Campus Mare Nostrum’ University of Murcia Murcia Spain
- Institute for Biomedical Research of Murcia (IMIB‐Arrixaca) Murcia Spain
| | - Francisco A. García‐Vázquez
- Education Innovation Group ‘Fisio‐Innova’ Department of Physiology Faculty of Veterinary Science International Excellence Campus for Higher Education and Research ‘Campus Mare Nostrum’ University of Murcia Murcia Spain
- Institute for Biomedical Research of Murcia (IMIB‐Arrixaca) Murcia Spain
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17
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Yahata S, Okayama M. Is there a difference between distance and in-person learning during the COVID-19 pandemic in decentralized settings? INTERNATIONAL JOURNAL OF MEDICAL EDUCATION 2022; 13:92-99. [PMID: 35460551 PMCID: PMC9902175 DOI: 10.5116/ijme.6250.020b] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/17/2021] [Accepted: 04/08/2022] [Indexed: 06/14/2023]
Abstract
OBJECTIVES This study aimed to explore differences in the effects of online and in-person decentralized learning programs on students' satisfaction, attitudes toward community healthcare, and career intentions. METHODS This cross-sectional study used questionnaires administered before and after Kobe University's rural decentralized learning program (conducted in-person in 2018 and 2019 and online in 2020). Of the 208 medical students who participated in any of these three, 198 were included in this study. Questionnaires had ten items regarding program satisfaction, students' attitudes toward community healthcare, and career intention. Difference-in-differences analysis using linear regression was performed for the online and in-person programs' pre-post score differences. RESULTS Both programs showed improved scores for most outcomes. However, the difference-in-differences analysis indicated significant differences in the enjoyment of the program (F (5, 390) = 18.58, p < 0.01, R2 = 0.17) and recognition of whether local physicians looked happy (F (5, 390) = 12.82, p < 0.01, R2 = 0.16). The online program showed inferiority in the enjoyment of the program (β = -0.89, t (390) = -1.99, p = 0.05) and recognition of whether local physicians looked happy (β = -0.67, t (390) = -2.32, p = 0.02). CONCLUSIONS The components of Kobe University's rural decentralized learning program could not be adequately replaced online. Further research should determine which components can be effectively replaced online and what results can be achieved when online programs consciously constructed to include such elements are compared to in-person programs.
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Affiliation(s)
- Shinsuke Yahata
- Division of Community Medicine and Medical Education, Kobe University Graduate School of Medicine, Japan
| | - Masanobu Okayama
- Division of Community Medicine and Medical Education, Kobe University Graduate School of Medicine, Japan
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18
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How Do Different Types of University Academics Perceive Work from Home Amidst COVID-19 and Beyond? SUSTAINABILITY 2022. [DOI: 10.3390/su14094868] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 02/01/2023]
Abstract
The COVID-19 pandemic resulted in a massive and unintentional shift to work from home (WFH) or working remotely, as well as broad adoption of web-based platforms. The goal of this research is to uncover the attitudes to WFH among different types of academics in the Sri Lankan higher education sector. An online questionnaire survey was conducted amidst a severe COVID-19 wave during June–September 2021, and 337 valid responses were received. The questionnaire contained 49 questions under four sections excluding demographic questions. The gathered data were analysed using multiple regression models. Results of the study ascertained a significant (p < 0.01) positive attitude among academics towards online teaching (academic orientation), other than academics who from disciplines with more practical components, and there was a significant (p < 0.01) positive attitude among academics to conducting research (research orientation) while WFH. Further, the findings indicate a significant (p < 0.01) negative attitude to WFH when disseminating knowledge and engaging in community services with various stakeholders. When considering the criticality of demographics variables in the new normal, a hybrid working model can be introduced by reaping the benefits of WFH based on different types of academic orientations and their favourability towards the WFH model, rather than reverting to a full physical academic working environment. As a developing country, Sri Lanka can formulate policies on effective hybrid working models for academics to realise the potential from the lessons learned. This experience will enable the country to accomplish or move towards accomplishing the fourth goal of SDGs, quality education by 2030.
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Hayashi M, Saiki T, Kanter SL, Ho MJ. Leaders' perspectives and actions to manage challenges in medical education presented by the COVID-19 pandemic: a nationwide survey of Japanese medical colleges. BMC MEDICAL EDUCATION 2022; 22:144. [PMID: 35246125 PMCID: PMC8894829 DOI: 10.1186/s12909-022-03193-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/31/2021] [Accepted: 02/21/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND The COVID-19 pandemic has caused medical colleges worldwide to suspend in-person classes and clinical clerkships. This fluid situation urgently required educators and learners to make a paradigm shift from traditional medical education. However, descriptions of how leaders manage policy decisions, especially considering cultural contexts, are limited. This study explores how the deans of medical colleges in Japan addressed the situations in which face-to-face contact is difficult and interacted with various stakeholders during the COVID-19 pandemic. METHODS The study employed a nationwide online survey by sending individual e-mails to the director of medical education at each of the 82 medical colleges in Japan. Responses were collected between May 26 and June 12, 2020 from the deans or directors of medical education. The survey questions were developed based on a literature review and consultations with international research collaborators. The survey asked what difficulties and opportunities were encountered through curriculum adjustments during the COVID-19 pandemic and what lessons could be shared with medical educators worldwide. Survey responses were analyzed using thematic analysis. The themes were categorized by stakeholder and then analyzed using the domains of sensemaking theory. RESULTS A total of 48 medical colleges in Japan completed the survey, yielding a response rate of 58.5%. The levels of participation in the study were 42.9%, 77.8%, and 74.2% among national, public, and private medical colleges, respectively, with responses from public and private medical colleges tending to be higher than those from national medical colleges. Japanese deans' decisions for actions in adapting to COVID-19 involve perceiving cues from multiple stakeholder groups, including medical students, parents of medical students, medical faculties, and government officials. Thematic analysis of survey data reveals that Japanese deans' actions in adapting to COVID-19 reflect characteristics of Japanese culture, with Japanese deans tending to emphasize in-depth introspection and collaboration with diverse stakeholders. CONCLUSIONS Despite a lack of clear national guidelines for decision making, Japanese deans adapted to COVID-19 challenges by learning from one another and seeking the perspectives of a diverse group of stakeholders, aligned with local cultural context. Their approach offers important lessons for global medical educators.
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Affiliation(s)
- Mikio Hayashi
- Center for Medical Education, Kansai Medical University, Osaka, Japan
| | - Takuya Saiki
- Medical Education Development Center, Gifu University, Gifu, Japan
| | | | - Ming-Jung Ho
- Center for Innovation and Leadership in Education, Georgetown University Medical Center, 20057, Washington DC, USA.
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20
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Saleh MNED, Salem TAR, Alamro AS, Wadi MM. Web-based and paper-based examinations: Lessons learnt during the COVID-19 pandemic lockdown. J Taibah Univ Med Sci 2022; 17:128-136. [PMID: 34690641 PMCID: PMC8520121 DOI: 10.1016/j.jtumed.2021.09.004] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/18/2021] [Revised: 09/06/2021] [Accepted: 09/12/2021] [Indexed: 10/25/2022] Open
Abstract
OBJECTIVES This study describes the process of remote assessment in medical education during the COVID-19 lockdown and shares data-driven experiences in resolving emerging concerns. METHODS We analysed the data of end-of-course paper-based exams (PBEs) and web-based exams (WBEs) conducted during the academic year 2019/2020. Twelve end-of-block exams were included. There were four exams each for the first-, second-, and third-year students. Eight exams were conducted as PBEs, and four were administered as WBEs. We compared the mean scores of PBEs and WBEs between exams and batches. Additionally, we compared the PBE and WBE scores obtained by 10 high-performance and 10 lowest-achieving students. RESULTS Variations were found in the scores of students from each of the three batches in PBEs or WBEs. In a few instances, the difference was statistically significant. No specific trend or pattern was detected in the difference between the scores of PBEs and WBEs. The mean score for the WBEs was intermediate among the means of PBEs for the first- and second-year students, but lower for the third-year students. Individual students' marks in different exams consistently showed a positive correlation. The correlation was always high for PBEs (r = 0.782, 0.847). CONCLUSION The present study showed that average and individual scores in WBEs and PBEs are comparable. Although there were some variations between the results of the two assessment modalities, no remarkable trend or pattern was observed. WBEs offer an ideal approach for formative assessment, progress testing, and the low-weight, but frequent, nature of continuous assessment.
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Affiliation(s)
| | | | - Ahmad Saleh Alamro
- Medical Education Department, College of Medicine, Qassim University, KSA
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21
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Ciano JD, Acerra J, Tang A. Development of a remote learning educational model for international Emergency Medicine trainees in the era of COVID-19. Int J Emerg Med 2022; 15:2. [PMID: 34991459 PMCID: PMC8733921 DOI: 10.1186/s12245-021-00405-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/11/2021] [Accepted: 12/27/2021] [Indexed: 11/12/2022] Open
Abstract
Background The COVID-19 pandemic has pressured post-graduate medical education programs to shift from traditional in-person teaching to remote teaching and learning. Remote learning in medical education has been described in the literature mostly in the context of local in-country teaching. International remote medical education poses unique challenges for educators, especially in low-middle income countries (LMICs) who need continued Emergency Medicine (EM) specialty development. Our objective is to describe the development and implementation of our remote educational curriculum for EM trainees in West Bengal, India, and to assess trainee satisfaction with our remote learning curriculum. Methods Our curriculum was developed by adapting remote learning techniques used in Western post-graduate medical education, conducting literature searches on remote learning modalities, and through collaboration with local faculty in India. We assessed resident satisfaction in our curriculum with feedback surveys and group discussions. Results The remote educational curriculum had overall high trainee satisfaction ratings for weekly livestream video lectures and throughout our monthly educational modules (median ratings 9-10 out of a 10-point Likert scale). Qualitative feedback regarding specific lecture topics and educational modules were also received. Conclusions International remote education in LMICs poses a unique set of challenges to medical educators. Residents in our study reported high satisfaction with the curriculum, but there is a lack of clarity regarding how a remote curriculum may impact academic and clinical performance. Future studies are needed to further evaluate the efficacy and academic and clinical implications of remote medical education in LMICs.
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Affiliation(s)
- Joseph D Ciano
- Department of Emergency Medicine, NSLIJ Health System: Northwell Health, Queens, New York, USA.
| | - John Acerra
- Department of Emergency Medicine, NSLIJ Health System: Northwell Health, Queens, New York, USA
| | - Aimee Tang
- Department of Emergency Medicine, NSLIJ Health System: Northwell Health, Queens, New York, USA
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22
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Bihani P, Jaju R, Saxena M, Paliwal N, Tharu V. “The show must go on”: Aftermath of Covid-19 on anesthesiology residency programs. Saudi J Anaesth 2022; 16:452-456. [DOI: 10.4103/sja.sja_563_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 08/05/2022] [Accepted: 08/05/2022] [Indexed: 11/04/2022] Open
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23
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Rees KA, O'Halloran LJ, Fitzsimons KM, Woonton HD, Whittaker SC, Pedley JF, Ahmed H, Marshall SD. A report on virtual 'Can't intubate, can't oxygenate' conference workshops at the 2021 Annual Scientific Meeting of the Australian and New Zealand College of Anaesthetists. Anaesth Intensive Care 2021; 50:273-280. [PMID: 34871507 DOI: 10.1177/0310057x211050937] [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: 11/16/2022]
Abstract
The COVID-19 pandemic has had profound implications for continuing medical education. Travel restrictions, lockdowns and social distancing in an effort to curb spread have meant that medical conferences have been postponed or cancelled. When the Australian and New Zealand College of Anaesthetists made the decision to commit to a fully virtual 2021 Annual Scientific Meeting, the organising committee investigated the viability of presenting a virtual 'Can't intubate, can't oxygenate' workshop. A workshop was designed comprising a lecture, case scenario discussion and demonstration of emergency front-of-neck access techniques broadcast from a central hub before participants separated into Zoom® (Zoom Video Communications, San Jose, CA, USA) breakout rooms for hands-on practice, guided by facilitators working virtually from their own home studios. Kits containing equipment including a 3D printed larynx, cannula, scalpel and bougie were sent to workshop participants in the weeks before the meeting. Participants were asked to complete pre- and post-workshop surveys. Of 42 participants, 32 responded, with the majority rating the workshop 'better than expected'. All except two respondents felt the workshop met learning objectives. Themes of positive feedback included being impressed with the airway model, the small group size, content and delivery. Feedback focused on previously unperceived advantages of virtual technical skills workshops, including convenience, equitable access and the reusable airway model. Disadvantages noted by respondents included lack of social interaction, inability to trial more expensive airway equipment, and some limitations of the ability of facilitators to review participants' technique. Despite limitations, in our experience, virtual workshops can be planned with innovative solutions to deliver technical skills education successfully.
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Affiliation(s)
- Kim A Rees
- Department of Anaesthesia, Monash Medical Centre, Melbourne, Australia
| | - Luke J O'Halloran
- Department of Anaesthesia, Monash Medical Centre, Melbourne, Australia
| | | | - Hamish Dj Woonton
- Department of Anaesthesia, Monash Medical Centre, Melbourne, Australia
| | - Suzanne C Whittaker
- Department of Anaesthesia, Monash Medical Centre, Melbourne, Australia.,Department of Anaesthesia, Eastern Health, Melbourne, Australia
| | - James F Pedley
- Department of Anaesthesia, Monash Medical Centre, Melbourne, Australia
| | - Hussein Ahmed
- Department of Anaesthesia, Mercy Werribee Hospital, Melbourne, Australia
| | - Stuart D Marshall
- Department of Perioperative Medicine and Anaesthesia, Monash University, Australia
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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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Motte-Signoret E, Labbé A, Benoist G, Linglart A, Gajdos V, Lapillonne A. Perception of medical education by learners and teachers during the COVID-19 pandemic: a cross-sectional survey of online teaching. MEDICAL EDUCATION ONLINE 2021; 26:1919042. [PMID: 33871308 PMCID: PMC8079026 DOI: 10.1080/10872981.2021.1919042] [Citation(s) in RCA: 40] [Impact Index Per Article: 13.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/03/2023]
Abstract
COVID-19 lockdowns have deeply impacted teaching programs. Online teaching has suddenly become the main form of medical education, a form that may be used as long as the pandemic continues. We aimed at analyzing how online teaching was perceived by both teachers and learners to help determine how to adapt curricula in the next few years. An anonymous cross-sectional survey of medical students, pediatric residents, neonatal fellows, and their respective teachers was conducted between June and August 2020 to assess feelings about quality, attendance, equivalence, and sustainability of online teaching programs. 146 Students and 26 teachers completed the survey. 89% of students agreed that the offered online teaching was an appropriate way of teaching during the pandemic. Less than half of learners and teachers felt they have received or provided a training of an equivalent level and quality as in usual courses. About one-third thought that this online teaching should continue after the crisis ends. Medical school students had significantly more mixed opinions on online teaching than residents and fellows did. Attendance of learners significantly improved with synchronous online classes (p < 0.001), and among more advanced learners (p < 0.002). Our study is the first of this kind to assess simultaneously the feelings of learners at different levels (medical students, residents, and fellows) and their respective teachers of pediatric on programs taught online. It showed that online programs were perceived as appropriate ways of teaching during the COVID pandemic. Further studies are, however, needed to assess the efficacy of such teaching methods on medical skills and communication capabilities.
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Affiliation(s)
- Emmanuelle Motte-Signoret
- Université Paris-Saclay, UVSQ, INRAE, BREED, 78350, Jouy-en-Josas, France
- Université Paris-Saclay, UVSQ, UFR Simone Veil Santé, 78180, Montigny le Bretonneux, France
- Neonatal Intensive Care Unit, CHI Poissy St Germain, 78300, Poissy, France
- CONTACT Emmanuelle Motte-Signoret Neonatal Intensive Care Unit, CHI Poissy-St Germain, 10 rue du Champ Gaillard, Poissy78300, France
| | - Antoine Labbé
- Université Paris-Saclay, UVSQ, UFR Simone Veil Santé, 78180, Montigny le Bretonneux, France
- Ophtalmology, CHU A. Paré, 92100, Boulogne-Billancourt, France
| | - Grégoire Benoist
- Université Paris-Saclay, UVSQ, UFR Simone Veil Santé, 78180, Montigny le Bretonneux, France
- Department of Pediatrics, CHU A. Paré, 92100, Boulogne-Billancourt, France
| | - Agnès Linglart
- Université Paris-Saclay, Faculté de Médecine, 94270, Le Kremlin-Bicêtre, France
- Department of Pediatric Endocrinology, CHU Bicêtre, 94270, Le Kremlin-Bicêtre, France
| | - Vincent Gajdos
- Department of Pediatrics, CHU A. Paré, 92100, Boulogne-Billancourt, France
- Université Paris-Saclay, Faculté de Médecine, 94270, Le Kremlin-Bicêtre, France
| | - Alexandre Lapillonne
- Université de Paris, UFR Médecine Santé, 75006, Paris, France
- Neonatal Intensive Care Unit, CHU Necker Enfants Malades, 75015, Paris
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Grand D, Schuster VL, Pullman JM, Golestaneh L, Raff AC. Medical Student Experience and Outcomes, as Well as Preceptor Experience, with Rapid Conversion of a Preclinical Medical School Course to a Remote-Based Learning Format in the Setting of the COVID-19 Pandemic. MEDICAL SCIENCE EDUCATOR 2021; 31:1895-1901. [PMID: 34513261 PMCID: PMC8415698 DOI: 10.1007/s40670-021-01379-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/14/2021] [Indexed: 06/13/2023]
Abstract
OBJECTIVES To assess student outcomes and experiences, as well as preceptor experiences, after emergently converting a preclinical medical school renal course to a remote setting during the COVID-19 pandemic. METHODS First-year medical student examination scores and responses to Likert-scale questions on end-of-course evaluations from the 2018-2019 (traditional) and 2019-2020 (remote) academic years were compared. Free-text responses from students and preceptors were analyzed using a qualitative summative approach to extract major themes in perceptions of remote learning. RESULTS Mean student scores on course examinations did not significantly differ between the traditional and remote settings (p = 0.23 and 0.84 respectively). Quantitative analysis of student evaluations revealed no significant difference across all items in mean Likert-scale responses. Student and preceptor free-text responses identified course leader engagement and responsiveness as essential to the success of remote-based learning. Optimal group size and online etiquette are areas that require attention. CONCLUSIONS Despite rapid conversion of a preclinical medical school renal course to a remote-based format in the setting of the COVID-19 pandemic, student scores and evaluations remain positive and largely unchanged.
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Affiliation(s)
- David Grand
- Albert Einstein College of Medicine, Bronx, NY USA
- Zucker School of Medicine - Northwell Lenox Hill Hospital, New York, NY USA
| | - Victor L. Schuster
- Department of Medicine, Division of Nephrology, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY USA
| | - James M. Pullman
- Department of Pathology, Division of Anatomic Pathology, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY USA
| | - Ladan Golestaneh
- Department of Medicine, Division of Nephrology, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY USA
| | - Amanda C. Raff
- Department of Medicine, Division of Nephrology, Albert Einstein College of Medicine/Montefiore Medical Center, Bronx, NY USA
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Torda A, Shulruf B. It's what you do, not the way you do it - online versus face-to-face small group teaching in first year medical school. BMC MEDICAL EDUCATION 2021; 21:541. [PMID: 34702224 PMCID: PMC8546782 DOI: 10.1186/s12909-021-02981-5] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 07/09/2021] [Accepted: 10/11/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND Major disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format. METHODS At the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts. RESULTS From a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (β = .448 and β = .232 respectively). CONCLUSION In this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students' learning processes.
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Affiliation(s)
- Adrienne Torda
- Faculty of Medicine and Health, UNSW Sydney, Randwick, Australia.
| | - Boaz Shulruf
- Faculty of Medicine and Health, UNSW Sydney, Randwick, Australia
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Development, implementation and feedback for an online speciality membership examination in orthodontics during the COVID-19 pandemic. Br Dent J 2021; 231:503-511. [PMID: 34686818 PMCID: PMC8531912 DOI: 10.1038/s41415-021-3535-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2020] [Accepted: 03/15/2021] [Indexed: 11/08/2022]
Abstract
Introduction The Royal College of Surgeons of England (RCSEng) and the Royal College of Physicians and Surgeons of Glasgow (RCPSG) offer the bi-collegiate Membership in Orthodontics (MOrth) examination, a summative assessment of specialist knowledge, skill and behaviour in orthodontics. The COVID-19 pandemic has had a profound global effect on almost every facet of normal life, including the conduct of face-to-face examinations. We highlight development, implementation and feedback for the bi-collegiate MOrth Part 2 examination delivered remotely to a cohort of candidates in September 2020 by RCSEng/RCPSG.Methods Two anonymised online surveys (Google Forms) were distributed via electronic mail following completion of the examination diet. Forty-two candidates were sent a survey covering four domains and comprising a total of 31 questions. The 20 examiners were sent a survey containing eight questions. In both surveys, free-text responses were also collected. A rating system was used to categorise responses. All survey responses were summarised in an online data collection sheet.Results The response rate was 78.5% (33/42) and 75% (15/20) for candidates and examiners, respectively. Overall, favourable responses in relation to all sections of the assessment were elicited from candidates with the majority (mean 79.8%; 75.8-81.9%) reporting that the online examination format worked well. Equally, favourable responses were reported by examiners. Notably, 80% of examiners felt that the online exam style did not affect the mark a candidate would receive, and 100% were confident that the marks the candidates received were a reflection of their ability and were not affected by the online delivery of the assessment.Conclusions The feedback from both candidates and examiners relating to an online remote assessment of the bi-collegiate MOrth Part 2 was generally positive. Based on the survey responses, this format of a high-stakes examination was acceptable to all stakeholders, and demonstrated a high level of perceived validity and reliability in terms of content.
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Tay YX, Tan C, Huang Y, Kwek SL, Wei YM, McNulty J. Get comfortable with being uncomfortable: Experiences from diagnostic radiographers a year into the COVID-19 pandemic. J Med Imaging Radiat Sci 2021; 52:332-339. [PMID: 34049843 PMCID: PMC8120486 DOI: 10.1016/j.jmir.2021.05.003] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/17/2021] [Accepted: 05/01/2021] [Indexed: 02/06/2023]
Affiliation(s)
- Yi Xiang Tay
- Radiography Department, Division of Radiological Sciences, Singapore General Hospital, Singapore.
| | - Catherine Tan
- Radiography Department, Division of Radiological Sciences, Singapore General Hospital, Singapore
| | - Yanglin Huang
- Radiography Department, Division of Radiological Sciences, Singapore General Hospital, Singapore
| | - Shi Ling Kwek
- Radiography Department, Division of Radiological Sciences, Singapore General Hospital, Singapore
| | - Yu-Min Wei
- Radiography Department, Division of Radiological Sciences, Singapore General Hospital, Singapore
| | - Jonathan McNulty
- Radiography and Diagnostic Imaging, School of Medicine, University College Dublin, Ireland
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Anand SV, Shuy YK, Lee PSS, Lee ES. One Year on: An Overview of Singapore's Response to COVID-19-What We Did, How We Fared, How We Can Move Forward. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2021; 18:ijerph18179125. [PMID: 34501718 PMCID: PMC8431401 DOI: 10.3390/ijerph18179125] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/04/2021] [Revised: 07/30/2021] [Accepted: 08/20/2021] [Indexed: 01/28/2023]
Abstract
Background—One year has passed since the first COVID-19 case in Singapore. This scoping review commemorates Singaporean researchers that have expanded the knowledge on this novel virus. We aim to provide an overview of healthcare-related articles published in peer-reviewed journals, authored by the Singapore research community about COVID-19 during the first year of the pandemic. Methods—This was reported using the Preferred Reporting Items for Systematic reviews and Meta-Analyses extension for Scoping Reviews (PRISMA-ScR) protocol. It included healthcare-related articles about COVID-19 published between 23 January 2020 and 22 January 2021 with a Singapore-affiliated author. MEDLINE, Embase, Scopus, Web of Science, CINAHL, PsycINFO, Google Scholar, and local journals were searched. The articles were screened independently by two reviewers. Results—The review included 504 articles. Most of the articles narrated the changes to hospital practice (210), while articles on COVID-19 pathology (94) formed most of the non-narrative papers. Publications on public health (61) and the indirect impacts to clinical outcomes (45) were other major themes explored by the research community. The remaining articles detailed the psychological impact of the pandemic (35), adaptations of medical education (30), and narratives of events (14). Conclusion—Amidst a resurgence of community cases involving variant COVID-19 strains, the resources from the research community will provide valuable guidance to navigate these uncertain times.
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Affiliation(s)
- S Vivek Anand
- Ministry of Health Holdings, Singapore 099253, Singapore;
| | - Yao Kang Shuy
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore 308207, Singapore;
| | - Poay Sian Sabrina Lee
- Clinical Research Unit, National Healthcare Group Polyclinics, Singapore 138543, Singapore;
| | - Eng Sing Lee
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore 308207, Singapore;
- Clinical Research Unit, National Healthcare Group Polyclinics, Singapore 138543, Singapore;
- Correspondence:
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Alsaywid B, Lytras MD, Abuzenada M, Lytra H, Sultan L, Badawoud H, Abuznadah W, Alhaider SA, Housawi A, Apostolaki A. Effectiveness and Preparedness of Institutions' E-Learning Methods During the COVID-19 Pandemic for Residents' Medical Training in Saudi Arabia: A Pilot Study. Front Public Health 2021; 9:707833. [PMID: 34527651 PMCID: PMC8435681 DOI: 10.3389/fpubh.2021.707833] [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] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Accepted: 06/24/2021] [Indexed: 11/13/2022] Open
Abstract
Background: Under the urgent circumstances of the COVID-19 pandemic, higher education institutions of an international scale have resorted to online education methods, exclusive or not. Among those, medical institutions are under double pressure, fighting the pandemic's effects and, at the same time providing efficient clinical training to their residents. The main aim of the study is to evaluate the preparedness of the educational institutions for the e-learning platform transition for the delivery of medical training and also to evaluate the overall satisfaction level of the participants with their e-learning experience. Methods: This is an observational cross-sectional study design. The survey's sample included 300 medical students and residents of multiple training levels and specialties, coming from more than 15 different cities of Saudi Arabia. Filling the questionnaire required specific inclusion criteria and all obtained data were secured by the Saudi Commission of Health specialty. The main objective was to evaluate the quality of e-learning methods provided by medical universities. For the collection of the data, Survey Monkey software was used and the analysis was conducted with SPSS. Results: The study found that the frequency of digital education use increased by ~61% during the coronavirus crisis, while almost 9 out of 10 residents have used some e-learning platform. It was reported that before the pandemic, participants' online training was deemed to be rather ineffective, given the rate of 3.65 out of 10. However, despite the increase in e-learning use after COVID-19, many obstacles arose duringcthe adaptation process. According to our survey: lectures and training sessions were not conducted as per the curriculum (56.33%); both students and instructors' academic behavior and attitude changed (48.33%); engagement, satisfaction, and motivation in class were rated low (5.93, 6.33, and 6.54 out of 10 accordingly), compared to the desired ones. Still, participants accredited e-learning as a potential mandatory tool (77.67%) and pinpointed the qualifications that in their opinion will maximize educational impact. Conclusion: The study concluded that innovative restructuring of online education should be based on defined critical success factors (technical support, content enhancement, pedagogy etc.) and if possible, set priority levels, so that a more permanent e-learning practice is achievable. Also our study confirmed that students were overall satisfied with the e-learning support of the training method.
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Affiliation(s)
- Basim Alsaywid
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
- King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
- College of Medicine, King Saud Bin Abdulaziz University for Health Sciences, Ministry of National Guard, Jeddah, Saudi Arabia
| | - Miltiadis D. Lytras
- Effat College of Engineering, Effat University, Jeddah, Saudi Arabia
- Distinguished Scientists Program, Faculty of Computing and Information Technology, King Abdulaziz UniversityJeddah, Saudi Arabia
| | - Maha Abuzenada
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
| | - Hara Lytra
- School of Medicine, University of Patras, Patras, Greece
| | - Lama Sultan
- King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
| | - Hala Badawoud
- King Abdulaziz Medical City, Ministry of National Guard, Jeddah, Saudi Arabia
| | - Wesam Abuznadah
- Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
| | | | - Abdulrahman Housawi
- Planning and Organizational Excellence Administration, Saudi Commission for Health Specialties, Riyadh, Saudi Arabia
| | - Areti Apostolaki
- Health and Welfare Units Administration, Technological, Educational Institute of Peloponnese, Kalamata, Greece
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Pokryszko-Dragan A, Marschollek K, Nowakowska-Kotas M, Aitken G. What can we learn from the online learning experiences of medical students in Poland during the SARS-CoV-2 pandemic? BMC MEDICAL EDUCATION 2021; 21:450. [PMID: 34445982 PMCID: PMC8390042 DOI: 10.1186/s12909-021-02884-5] [Citation(s) in RCA: 7] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/20/2021] [Accepted: 07/29/2021] [Indexed: 05/05/2023]
Abstract
BACKGROUND In March 2020, due to the SARS-CoV-2 pandemic, the Polish government ordered the closing of all medical faculties, with an obligatory shift to online learning. This lockdown continued, with a short period of blended learning, over the time of summer 2020. Distance learning had previously been rarely used within Polish medical schools, so such a sudden transfer was a major challenge. The aim of the study was to explore undergraduates' perception of online teaching provided at Polish medical faculties during the pandemic and to analyze how these experiences may inform future curriculum development. METHODS The online survey was addressed to undergraduates at Polish medical faculties in November 2020. The questions captured demographics, epidemiological data and students' perception of various aspects of online teaching. Responses were subjected to thematic analysis and their distribution compared considering demographic parameters . RESULTS Six hundred twenty students from thirteen medical faculties responded to the survey. Major benefits from online teaching perceived by respondents included increased convenience, enhanced quality, a sense of comfort and safety. Major complaints were associated with unsatisfactory content, technical issues, difficulties engaging, poor organization and lack of social life. Students claimed that online teaching required more self-directed learning and discipline and 57.9% considered this impact as negative. 44.5% of respondents took part in educational online activities beyond their scheduled classes. For 49.2% online examinations were reported as more stressful and for 24.8% - less stressful than traditional ones. Differences in the opinions on online teaching were found between men and women, students in early and senior years, Polish and non-Polish ones. CONCLUSIONS The sudden move online inevitably was problematic for students. Their perspective afforded us the opportunity to consider shortcomings of pre-pandemic undergraduate curriculum. Online education requires a more self-directed learning, which was challenging for many students, so further enhancement of more autonomous study skills seems necessary. Distress expressed by students indicates the need for urgent support with mental health issues.
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Affiliation(s)
- Anna Pokryszko-Dragan
- Department of Neurology, Wroclaw Medical University, Borowska 213, 50-556, Wroclaw, Poland.
| | | | - Marta Nowakowska-Kotas
- Department of Neurology, Wroclaw Medical University, Borowska 213, 50-556, Wroclaw, Poland
| | - Gillian Aitken
- Edinburgh Medical School, Medical Education, University of Edinburgh, Edinburgh, UK
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Tan NCK, Yap M, Tan K. Health professions education in pandemics and epidemics: A proposed framework for educators. ANNALS OF THE ACADEMY OF MEDICINE, SINGAPORE 2021; 50:585-587. [PMID: 34342342 DOI: 10.47102/annals-acadmedsg.2020574] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Affiliation(s)
- Nigel C Kiat Tan
- Office of Neurological Education, Department of Neurology, National Neuroscience Institute, Singapore
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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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Ardekani A, Hosseini SA, Tabari P, Rahimian Z, Feili A, Amini M, Mani A. Student support systems for undergraduate medical students during the COVID-19 pandemic: a systematic narrative review of the literature. BMC MEDICAL EDUCATION 2021; 21:352. [PMID: 34158036 PMCID: PMC8218568 DOI: 10.1186/s12909-021-02791-9] [Citation(s) in RCA: 21] [Impact Index Per Article: 7.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/15/2020] [Accepted: 06/10/2021] [Indexed: 05/07/2023]
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has boosted medical students' vulnerability to various problems. Given the stressful nature of medical disciplines, considerable attention must be paid to student support systems during pandemics. This study aimed to review the current literature regarding medical student support systems systematically. METHODS We performed a systematic review of six databases and grey literature sources in addition to a hand search in the references of the articles on April 5, 2021. We included all studies about support for undergraduate medical students delivered in response to the COVID-19 pandemic. In conducting this review, we used the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement. RESULTS A total of 3646 articles were retrieved from the databases, and 16 additional papers were extracted from other sources. After removing duplicates, we screened 2434 titles and abstracts according to our criteria. Among them, 32 full-text articles were assessed for eligibility. Ultimately, 10 studies were included for review. We identified two major themes: (a) academic support and (b) mental health support. All of the included studies utilized online methods whether for transitioning from previous support systems or developing novel approaches. Students and faculty members seemed to be receptive to these new systems. Despite indicating outstanding program outcomes, most studies merely described the positive effects of the program rather than providing a precise evaluation. CONCLUSION There are several methods of supporting medical students who are experiencing unprecedented changes in their educational trajectory. Due to substantial differences in undergraduate medical education in different regions of the world, cultural and contextual-oriented support is indispensable for developing a safe learning environment. Future research should investigate the question of the extent to which online support can supersede in-person strategies.
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Affiliation(s)
- Ali Ardekani
- Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Seyed Ali Hosseini
- Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Parinaz Tabari
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Zahra Rahimian
- Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Afrooz Feili
- Student Research Committee, Shiraz University of Medical Sciences, Shiraz, Iran
| | - Mitra Amini
- Clinical Education Research Center, Shiraz University of Medical Sciences, Shiraz, Iran.
| | - Arash Mani
- Research Center for Psychiatry & Behavioral Sciences, Shiraz University of Medical Sciences, Shiraz, Iran
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Dangen J, Hsueh YHS, Lau SYC, Nagra S, Watters D, Guest GD. Live-streaming surgery during COVID-19 using a 3D printed camera. ANZ J Surg 2021; 91:1056-1058. [PMID: 34121283 PMCID: PMC8420233 DOI: 10.1111/ans.16797] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2021] [Revised: 03/04/2021] [Accepted: 03/06/2021] [Indexed: 11/27/2022]
Affiliation(s)
- Jordyn Dangen
- Department of Surgery, Barwon Health, Geelong, Victoria, Australia.,Department of Surgery, University Hospital Geelong, Geelong, Victoria, Australia
| | | | - Steve Yee Chiang Lau
- Department of Surgery, Barwon Health, Geelong, Victoria, Australia.,Department of Surgery, University Hospital Geelong, Geelong, Victoria, Australia
| | - Sonal Nagra
- Department of Surgery, Barwon Health, Geelong, Victoria, Australia.,Department of Surgery, University Hospital Geelong, Geelong, Victoria, Australia.,School of Medicine, Deakin University, Geelong, Victoria, Australia
| | - David Watters
- Department of Surgery, Barwon Health, Geelong, Victoria, Australia.,Department of Surgery, University Hospital Geelong, Geelong, Victoria, Australia.,School of Medicine, Deakin University, Geelong, Victoria, Australia
| | - Glenn Douglas Guest
- Department of Surgery, Barwon Health, Geelong, Victoria, Australia.,Department of Surgery, University Hospital Geelong, Geelong, Victoria, Australia.,School of Medicine, Deakin University, Geelong, Victoria, Australia
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Ahmed MM, Fares S, Sayed AA, El Sayed IT. An Adapted Online Family Medicine Training for House Officers Amid Covid-19 Pandemic in Egypt. J Prim Care Community Health 2021; 12:21501327211017007. [PMID: 33985376 PMCID: PMC8127733 DOI: 10.1177/21501327211017007] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/24/2022] Open
Abstract
Introduction The COVID-19 pandemic is an unprecedented challenge to house officers training programs because of the safety measures. Objective This current study aimed to introduce the adaptation of family medicine training for house officers during COVID-19 pandemic and gauge their level of satisfaction with the training. Methods Unfortunately, more than one-fourth of the house officers attending the family medicine training turned out to be hospital-admitted or in obligatory home isolation. A time-sensitive plan was proposed to maintain a competent training guaranteeing safety and support of house officers and fulfilling the training objectives in a virtual setting. Three mentors were assigned to each 10 house officers to provide continuous support and monitoring. Tutor and house officer interaction and reflection were maintained through a virtual clinical training session via Zoom application and a daily online discussion of a clinical scenario. Peer interaction was provided through post-webinar and small-group online discussion sessions. Results The adapted training was applied on thirteen cohorts of house officers. The response rate was 70% (666 out of 950). Most of them were satisfied with the training (84.6%). Their satisfaction with each modality of the training was encouraging. Conclusions During COVID-19 pandemic, successful adaptation of family medicine training has succeeded in fulfilling the training objectives and providing psychological support and engagement for house officers without burdening the hospital-admitted and home-isolated house officers.
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Affiliation(s)
- Marwa M Ahmed
- Family Medicine Department, Faculty of Medicine, Cairo University, Cairo, Egypt
| | - Samar Fares
- Family Medicine Department, Faculty of Medicine, Cairo University, Cairo, Egypt
| | - Asmaa A Sayed
- Family Medicine Department, Faculty of Medicine, Cairo University, Cairo, Egypt
| | - Inas T El Sayed
- Family Medicine Department, Faculty of Medicine, Cairo University, Cairo, Egypt
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Mahmoud F, Ghadban A, Harhara T, Ibrahim H. Rebuilding Graduate Medical Education After a Crisis: Perspectives of Medical Residents in the United Arab Emirates. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:507-511. [PMID: 34040479 PMCID: PMC8142685 DOI: 10.2147/amep.s304659] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/04/2021] [Accepted: 04/27/2021] [Indexed: 06/12/2023]
Abstract
Pandemics create unprecedented public health challenges that require comprehensive and coordinated responses from health care systems and can, thereby, cause substantial and prolonged disruption to residency training. The coronavirus 2019 (COVID-19) pandemic has impacted medical education worldwide. Currently, there is a gap in the literature from the trainee's perspective, and little advice on resuming post-pandemic operations. As internal medicine residents serving on the frontlines of a COVID-19 designated government hospital in the United Arab Emirates, we also faced significant challenges and uncertainties during the pandemic. We are fortunate to have overcome the initial surges and have spent the past 6 months navigating a new reality. We believe that the COVID-19 crisis provides an opportunity for graduate medical education programs worldwide to implement targeted changes that can lead to sustainable improvements in the system. In supporting learning during these times, our residency program has adopted flexible scheduling, focused on frequent and transparent communication, incorporated different strategies to build community and promote psychological wellbeing, and advanced virtual teaching modalities. The aim of this article is to share the strategies that have helped us to move forward in the aftermath of the first phases of the pandemic, whilst we prepare for the uncertainty of the future. We hope that the lessons we have learned can help inform other programs as they react and adapt to the global after-effects of this crisis.
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Affiliation(s)
- Fatma Mahmoud
- Education Institute, Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates
| | - Aiat Ghadban
- Education Institute, Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates
| | - Thana Harhara
- Department of Medicine, Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates
| | - Halah Ibrahim
- Department of Medicine, Sheikh Khalifa Medical City, Abu Dhabi, United Arab Emirates
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Flipped Classroom: Active Methodology for Sustainable Learning in Higher Education during Social Distancing Due to COVID-19. SUSTAINABILITY 2021. [DOI: 10.3390/su13105336] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/29/2023]
Abstract
Methodological guidelines for virtual teaching during the lockdown, tailored to Flipped Classroom, are suggested by the Spanish University Education System. This educational methodology is recommended as an effective method for distance learning due to COVID-19 by several articles, studies, research, universities and institutions in different countries around the world. However, what is the impact of these extreme circumstances on the implementation of Flipped Classroom in Higher Education? The study design is a descriptive and correlational research that compares the frequency of the implementation of Flipped Classroom before and during social distancing. This information is provided by the participants, university professors from the Faculty of Education Sciences of the University of Malaga, through an ad hoc questionnaire. The results reveal a significant increase in the frequency of Flipped Classroom sessions (z = −4.80; p <.001) during the lockdown. The data also show a significant increase in the quantity and variety of didactic resources (t = −2.390; p = 0.021), mainly those related to Flipped Classroom, with video (z = −2.860, p = 0.004) and audio (z = −2.049, p = 0.040) files. University professors consider virtual teaching during the lockdown an opportunity for Flipped Classroom and digital skills that could improve the quality of university educational methodology.
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Harvey MR, Hall R. Response to 'medical students as service learners - opportunities, risks and recommendations'. EDUCATION FOR PRIMARY CARE 2021; 33:64. [PMID: 33942703 DOI: 10.1080/14739879.2021.1911686] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/21/2022]
Affiliation(s)
- Mary Rose Harvey
- Graduate Medical Student, Warwick Medical School, University of Warwick
| | - Rosie Hall
- Graduate Medical Student, Warwick Medical School, University of Warwick
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Rahm AK, Töllner M, Hubert MO, Klein K, Wehling C, Sauer T, Hennemann HM, Hein S, Kender Z, Günther J, Wagenlechner P, Bugaj TJ, Boldt S, Nikendei C, Schultz JH. Effects of realistic e-learning cases on students' learning motivation during COVID-19. PLoS One 2021; 16:e0249425. [PMID: 33882079 PMCID: PMC8059845 DOI: 10.1371/journal.pone.0249425] [Citation(s) in RCA: 18] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/29/2020] [Accepted: 03/18/2021] [Indexed: 12/30/2022] Open
Abstract
Background Keeping up motivation to learn when socially isolated during a pandemic can be challenging. In medical schools, the COVID-19 pandemic required a complete switch to e-learning without any direct patient contact despite early reports showing that medical students preferred face-to-face teaching in clinical setting. We designed close to real-life patient e-learning modules to transmit competency-based learning contents to medical students and evaluated their responses about their experience. Methods Weekly e-learning cases covering a 10-week leading symptom-based curriculum were designed by a team of medical students and physicians. The internal medicine curriculum (HeiCuMed) at the Heidelberg University Medical School is a mandatory part of clinical medical education in the 6th or 7th semester. Case-design was based on routine patient encounters and covered different clinical settings: preclinical emergency medicine, in-patient and out-patient care and follow-up. Individual cases were evaluated online immediately after finishing the respective case. The whole module was assessed at the end of the semester. Free-text answers were analyzed with MaxQDa following Mayring`s principles of qualitative content analyses. Results N = 198 students (57.6% female, 42.4% male) participated and 1252 individual case evaluations (between 49.5% and 82.5% per case) and 51 end-of-term evaluations (25.8% of students) were collected. Students highly appreciated the offer to apply their clinical knowledge in presented patient cases. Aspects of clinical context, interactivity, game-like interface and embedded learning opportunities of the cases motivated students to engage with the asynchronously presented learning materials and work through the cases. Conclusions Solving and interpreting e-learning cases close to real-life settings promoted students’ motivation during the COVID-19 pandemic and may partially have compensated for missing bedside teaching opportunities.
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Affiliation(s)
- Ann-Kathrin Rahm
- Heidelberg University Medical School, Heidelberg, Germany
- Department of Cardiology, Heidelberg University Hospital, Heidelberg, Germany
- * E-mail:
| | | | - Max Ole Hubert
- Heidelberg University Medical School, Heidelberg, Germany
| | - Katrin Klein
- Department of Nephrology, Heidelberg University Hospital, Heidelberg, Germany
| | - Cyrill Wehling
- Department of Gastroenterology, Infectious Diseases and Intoxication, Heidelberg, Germany
| | - Tim Sauer
- Department of Hematology, Heidelberg University Hospital, Heidelberg, Germany
| | | | - Selina Hein
- Department of Cardiology, Heidelberg University Hospital, Heidelberg, Germany
| | - Zoltan Kender
- Department of Endocrinology, Diabetology and Clinical Chemistry, Heidelberg University Hospital, Heidelberg, Germany
| | - Janine Günther
- Department of Hematology, Heidelberg University Hospital, Heidelberg, Germany
| | - Petra Wagenlechner
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Till Johannes Bugaj
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Sophia Boldt
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Christoph Nikendei
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
| | - Jobst-Hendrik Schultz
- Heidelberg University Medical School, Heidelberg, Germany
- Department of General Internal Medicine and Psychosomatics, Heidelberg University Hospital, Heidelberg, Germany
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Sanseau E, Lavoie M, Tay K, Good G, Tsao S, Burns R, Thomas A, Heckle T, Wilson M, Kou M, Auerbach M. TeleSimBox: A perceived effective alternative for experiential learning for medical student education with social distancing requirements. AEM EDUCATION AND TRAINING 2021; 5:e10590. [PMID: 33842815 PMCID: PMC8019484 DOI: 10.1002/aet2.10590] [Citation(s) in RCA: 11] [Impact Index Per Article: 3.7] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/16/2020] [Revised: 02/08/2021] [Accepted: 02/23/2021] [Indexed: 05/30/2023]
Abstract
INTRODUCTION During the COVID-19 pandemic the Association of American Medical Colleges recommended that medical students not be involved with in-person patient care or teaching, necessitating alternative learning opportunities. Subsequently we developed the telesimulation education platform: TeleSimBox. We hypothesized that this remote simulation platform would be feasible and acceptable for faculty use and a perceived effective method for medical student education. METHODS Twenty-one telesimulations were conducted with students and educators at four U.S. medical schools. Sessions were run by cofacilitator dyads with four to 10 clerkship-level students per session. Facilitators were provided training materials. User-perceived effectiveness and acceptability were evaluated via descriptive analysis of survey responses to the Modified Simulation Effectiveness Tool (SET-M), Net Promoter Score (NPS), and Likert-scale questions. RESULTS Approximately one-quarter of students and all facilitators completed surveys. Users perceived that the sessions were effective in teaching medical knowledge and teamwork, though less effective for family communication and skills. Users perceived that the telesimulations were comparable to other distance learning and to in-person simulation. The tool was overall positively promoted. CONCLUSION Users overall positively scored our medical student telesimulation tool on the SET-M objectives and promoted the experience to colleagues on the NPS. The next steps are to further optimize the tool.
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Affiliation(s)
- Elizabeth Sanseau
- Department of PediatricsDivision of Emergency MedicineChildren’s Hospital of PhiladelphiaPhiladelphiaPennsylvaniaUSA
| | - Megan Lavoie
- Department of PediatricsDivision of Emergency MedicineChildren’s Hospital of PhiladelphiaPerelman School of Medicine at the University of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Khoon‐Yen Tay
- Department of PediatricsDivision of Emergency MedicineChildren’s Hospital of PhiladelphiaPerelman School of Medicine at the University of PennsylvaniaPhiladelphiaPennsylvaniaUSA
| | - Grace Good
- Center for Simulation, Advanced Education and InnovationChildren’s Hospital of PhiladelphiaPhiladelphiaPennsylvaniaUSA
| | - Suzana Tsao
- Clinical Emergency MedicineUniversity of Pennsylvania School of MedicinePhiladelphiaPennsylvaniaUSA
| | - Rebekah Burns
- Pediatric Emergency MedicineSeattle Children’s HospitalUniversity of WashingtonSeattleWashingtonUSA
| | - Anita Thomas
- Pediatric Emergency MedicineSeattle Children’s HospitalUniversity of WashingtonSeattleWashingtonUSA
| | - Tanner Heckle
- Division of General PediatricsSeattle Children’s HospitalUniversity of WashingtonSeattleWashingtonUSA
| | - Meghan Wilson
- Division of General PediatricsYale School of MedicineNew HavenConnecticutUSA
| | - Maybelle Kou
- Emergency MedicineGeorge Washington University School of MedicineWashingtonDCUSA
| | - Marc Auerbach
- Pediatrics and Emergency MedicineYale School of MedicineNew HavenConnecticutUSA
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Baticulon RE, Sy JJ, Alberto NRI, Baron MBC, Mabulay REC, Rizada LGT, Tiu CJS, Clarion CA, Reyes JCB. Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines. MEDICAL SCIENCE EDUCATOR 2021; 31:615-626. [PMID: 33649712 PMCID: PMC7904236 DOI: 10.1007/s40670-021-01231-z] [Citation(s) in RCA: 73] [Impact Index Per Article: 24.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/01/2021] [Indexed: 05/14/2023]
Abstract
INTRODUCTION In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. METHODS The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. RESULTS Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. DISCUSSION Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s40670-021-01231-z.
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Affiliation(s)
- Ronnie E. Baticulon
- Department of Anatomy, University of the Philippines College of Medicine, Manila, Philippines
- Division of Neurosurgery, Department of Neurosciences, Philippine General Hospital, Manila, Philippines
| | - Jinno Jenkin Sy
- University of the Philippines College of Medicine, Manila, Philippines
| | | | | | | | | | | | - Charlie A. Clarion
- Section of Pulmonary Medicine, Department of Internal Medicine, Philippine General Hospital, University of the Philippines, Manila, Philippines
| | - John Carlo B. Reyes
- National Institutes of Health, University of the Philippines Manila, Manila, Philippines
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Malik M, Valiyaveettil D, Joseph D. Optimizing e-learning in oncology during the COVID-19 pandemic and beyond. Radiat Oncol J 2021; 39:1-7. [PMID: 33794568 PMCID: PMC8024185 DOI: 10.3857/roj.2020.00710] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/12/2020] [Revised: 10/21/2020] [Accepted: 10/29/2020] [Indexed: 12/20/2022] Open
Abstract
The coronavirus disease 2019 (COVID-19) pandemic has profoundly impacted cancer care, research and residency training in oncology worldwide. Many countries canceled exams, shortened their residency program and medical school tenure. Traditional teaching and learning method has faced significant disruption during this time and the situation has pushed us to adapt to e-learning. Most national and international cancer meetings were converted into a virtual platform during this time. E-learning ensures a safe environment to maintain education during a pandemic. Digital technology-based learning is likely to be used effectively in oncology training even after the pandemic ends. Stakeholders should work towards standardizing e-learning into routine educational modules and create a system of credibility and accountability.
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Affiliation(s)
- Monica Malik
- Department of Radiation Oncology, Nizam’s Institute of Medical Sciences, Hyderabad, India
| | - Deepthi Valiyaveettil
- Department of Radiation Oncology, Nizam’s Institute of Medical Sciences, Hyderabad, India
| | - Deepa Joseph
- Department of Radiation Oncology, All India Institute of Medical Sciences, Rishikesh, India
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Suppan M, Stuby L, Carrera E, Cottet P, Koka A, Assal F, Savoldelli GL, Suppan L. Asynchronous Distance Learning of the National Institutes of Health Stroke Scale During the COVID-19 Pandemic (E-Learning vs Video): Randomized Controlled Trial. J Med Internet Res 2021; 23:e23594. [PMID: 33428581 PMCID: PMC7812917 DOI: 10.2196/23594] [Citation(s) in RCA: 17] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Revised: 09/09/2020] [Accepted: 01/10/2021] [Indexed: 01/01/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic has considerably altered the regular medical education curriculum while increasing the need for health care professionals. Senior medical students are being incrementally deployed to the front line to address the shortage of certified physicians. These students, some of whom will be fast-tracked as physicians, may lack knowledge regarding the initial management of time-critical emergencies such as stroke. OBJECTIVE Our aim was to determine whether an e-learning module could improve asynchronous distance knowledge acquisition of the National Institutes of Health Stroke Scale (NIHSS) in senior medical students compared to the traditional didactic video. METHODS A randomized, data analyst-blinded web-based trial was conducted at the University of Geneva Faculty of Medicine between April and June 2020. Fifth year medical students followed a distance learning path designed to teach the NIHSS. The control group followed the traditional didactic video created by Patrick Lyden, while the e-learning group followed the updated version of a previously tested, highly interactive e-learning module. The main outcome was the score on a 50-question quiz displayed upon completion of the learning material. The difference in the proportion of correct answers for each specific NIHSS item was also assessed. RESULTS Out of 158 potential participants, 88 started their allocated learning path and 75 completed the trial. Participants who followed the e-learning module performed better than those who followed the video (38 correct answers, 95% CI 37-39, vs 35 correct answers, 95% CI 34-36, P<.001). Participants in the e-learning group scored better on five elements than the video group: key NIHSS concepts (P=.02), the consciousness - global item (P<.001), the facial palsy item (P=.04), the ataxia item (P=.03), and the sensory item (P=.04). CONCLUSIONS Compared to the traditional didactic video, a highly interactive e-learning module enhances asynchronous distance learning and NIHSS knowledge acquisition in senior medical students.
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Affiliation(s)
- Mélanie Suppan
- Division of Anaesthesiology, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
| | | | - Emmanuel Carrera
- Stroke Center, Department of Neurology, Geneva University Hospitals and Faculty of Medicine University of Geneva, Geneva, Switzerland
| | - Philippe Cottet
- Division of Emergency Medicine, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
| | - Avinash Koka
- Division of Emergency Medicine, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
| | - Frédéric Assal
- Cognitive Neurology Unit, Neurology, Department of Clinical Neuroscience, Geneva University Hospital and Faculty of Medicine, Geneva, Switzerland
| | - Georges Louis Savoldelli
- Division of Anaesthesiology, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
- Unit of Development and Research in Medical Education, Faculty of Medicine, University of Geneva, Geneva, Switzerland
| | - Laurent Suppan
- Division of Emergency Medicine, Department of Anaesthesiology, Clinical Pharmacology, Intensive Care and Emergency Medicine, Geneva University Hospitals and Faculty of Medicine, Geneva, Switzerland
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Kelley KC, Kamler J, Garg M, Stawicki SP. Answering the Challenge of COVID-19 Pandemic Through Innovation and Ingenuity. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2021; 1318:859-873. [PMID: 33973216 DOI: 10.1007/978-3-030-63761-3_48] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/27/2022]
Abstract
The novel coronavirus disease 2019 (COVID-19) pandemic has created a maelstrom of challenges affecting virtually every aspect of global healthcare system. Critical hospital capacity issues, depleted ventilator and personal protective equipment stockpiles, severely strained supply chains, profound economic slowdown, and the tremendous human cost all culminated in what is questionably one of the most profound challenges that humanity faced in decades, if not centuries. Effective global response to the current pandemic will require innovation and ingenuity. This chapter discusses various creative approaches and ideas that arose in response to COVID-19, as well as some of the most impactful future trends that emerged as a result. Among the many topics discussed herein are telemedicine, blockchain technology, artificial intelligence, stereolithography, and distance learning.
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Affiliation(s)
- Kathryn Clare Kelley
- Department of Surgery, University Campus, St. Luke's University Health Network, Bethlehem, PA, USA
| | - Jonathan Kamler
- Departments of Emergency Medicine, NewYork-Presbyterian Health System, New York City, NY, USA
| | - Manish Garg
- Departments of Emergency Medicine, Weill Cornell Medicine, Columbia University Vagelos College of Physicians and Surgeons, New York City, NY, USA
| | - Stanislaw P Stawicki
- Department of Surgery, University Campus, St. Luke's University Health Network, Bethlehem, PA, USA.
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Kim JW, Myung SJ, Yoon HB, Moon SH, Ryu H, Yim JJ. How medical education survives and evolves during COVID-19: Our experience and future direction. PLoS One 2020; 15:e0243958. [PMID: 33338045 PMCID: PMC7748283 DOI: 10.1371/journal.pone.0243958] [Citation(s) in RCA: 60] [Impact Index Per Article: 15.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 12/02/2020] [Indexed: 11/19/2022] Open
Abstract
Background Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference. Methods The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students’ academic performance before and after the introduction of online courses. Results A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students' academic achievement did not change significantly in four subjects, but decreased in two subjects. Conclusions The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.
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Affiliation(s)
- Ju Whi Kim
- Office of Medical Education, Seoul National University College of Medicine, Seoul, South Korea
| | - Sun Jung Myung
- Office of Medical Education, Seoul National University College of Medicine, Seoul, South Korea
- * E-mail:
| | - Hyun Bae Yoon
- Office of Medical Education, Seoul National University College of Medicine, Seoul, South Korea
| | - Sang Hui Moon
- Office of Medical Education, Seoul National University College of Medicine, Seoul, South Korea
| | - Hyunjin Ryu
- Office of Medical Education, Seoul National University College of Medicine, Seoul, South Korea
| | - Jae-Joon Yim
- Office of Medical Education, Seoul National University College of Medicine, Seoul, South Korea
- Department of Internal Medicine, Seoul National University College of Medicine, Seoul, South Korea
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Peter-Kern M, Härtel C, König S. Online-rotation in paediatrics - digital live-interaction with children. GMS JOURNAL FOR MEDICAL EDUCATION 2020; 37:Doc101. [PMID: 33364380 PMCID: PMC7740033 DOI: 10.3205/zma001394] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 07/31/2020] [Revised: 10/20/2020] [Accepted: 10/23/2020] [Indexed: 06/12/2023]
Abstract
The two-week block rotation in paediatrics (tenth semester) took place for 62 students purely as online teaching in the summer semester of 2020, at the time of the initial restrictions. As a teaching module, virtual patient presentations including debriefing took place as synchronous teaching. Patients and one parent were broadcast from the wards and outpatient clinics via video conference. Students were able to interact in small groups with 15-22 patients or their parents, respectively, via a doctor and both conduct the case history interview and brief the examination steps. Despite the limitation of not being able to perform the clinical examination themselves, participants rated the block rotation with good marks. They particularly appreciated the ability to interact with the children online as an indispensable compromise in times of suspended classroom teaching during the SARS-CoV-2 pandemic.
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Affiliation(s)
- Martina Peter-Kern
- Universitätsklinikum Würzburg, Kinderklinik und Kinderpoliklinik, Würzburg, Germany
| | - Christoph Härtel
- Universitätsklinikum Würzburg, Kinderklinik und Kinderpoliklinik, Würzburg, Germany
| | - Sarah König
- Universität Würzburg, Institut für Medizinische Lehre und Ausbildungsforschung, Würzburg, Germany
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Tay YX, Chow HC, Ooi CC. Impact on clinical learning during coronavirus disease 2019 pandemic: from disruption to recovery and the new norms. KOREAN JOURNAL OF MEDICAL EDUCATION 2020; 32:297-305. [PMID: 33296573 PMCID: PMC7733734 DOI: 10.3946/kjme.2020.176] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 06/25/2020] [Revised: 09/13/2020] [Accepted: 10/15/2020] [Indexed: 06/12/2023]
Affiliation(s)
- Yi Xiang Tay
- Division of Radiological Sciences, Radiography Department, Singapore General Hospital, Singapore
| | - Hwei Chuin Chow
- Division of Radiological Sciences, Radiography Department, Singapore General Hospital, Singapore
| | - Chin Chin Ooi
- Division of Radiological Sciences, Radiography Department, Singapore General Hospital, Singapore
- Health and Social Sciences, Singapore Institute of Technology, Singapore
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Tan THY, Toh MPHS, Vasoo S, Lye DCB, Ang BSP, Leo YS, Lee VJM, Puah SH, Kurup A. Coronavirus Disease 2019 (COVID-19): The Singapore Experience. A Review of the First Eight Months. ANNALS ACADEMY OF MEDICINE SINGAPORE 2020. [DOI: 10.47102/annals-acadmedsg.2020306] [Citation(s) in RCA: 21] [Impact Index Per Article: 5.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 12/15/2022]
Abstract
As of 27 October 2020, there have been 57,980 confirmed cases of COVID-19 in Singapore, with 28 fatalities. To summarise the Singapore experience in managing and containing COVID-19 based on available published data and from relevant sources, a review of literature using research databases such as PubMed and OVID Medline, along with non-peer-reviewed articles and other sources, was conducted with the search terms ‘COVID-19’ and ‘Singapore’. Research conducted in Singapore has provided insight into the clinical manifestations and period of infectivity of COVID-19, demonstrated evidence of pre-symptomatic transmission, linked infection clusters using serological tools, and highlighted aspects of hospital-based environmental contamination. It has also provided guidance for diagnostic testing and has described immune and virologic correlates with disease severity. Evidence of effectiveness of containment measures such as early border control, rigorous contact training, and calibrated social distancing measures have also been demonstrated. Singapore’s multipronged strategy has been largely successful at containing COVID-19 and minimising fatalities, but the risk of re-emergence is high. Keywords: Epidemiology, management, prevention, transmission
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