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Kriegler C, Al Balushi M, Zhu YM, Hill J, Beruar A, Ghosh S, Fairchild A, Severin D. Do Radiation Oncology Residents Have a Preferred Radiation Treatment Planning Review Format? JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:1338-1343. [PMID: 36735173 PMCID: PMC9895963 DOI: 10.1007/s13187-023-02267-y] [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] [Accepted: 01/23/2023] [Indexed: 06/18/2023]
Abstract
In an era of increasing virtual communication, we aimed to investigate current formats used by radiation oncology residents for reviewing radiation treatment plans with attendings, preferences for formats, and reasons contributing to preferences. Residents enrolled in Canadian radiation oncology programs received questionnaires examining training level, typical review formats, preferred format, and reasons for preference. Analysis excluded PGY-1s due to insufficient exposure. Fifty-two residents participated. National response rate was 55%. Overall, hybrid review was the most used format (77%). Virtual review was the most preferred format (44%). Preference for virtual review was most common among junior residents (57%), while in-person review was most preferred by senior residents (45.4%). Few residents typically use their preferred format (35%). Reasons for preference varied between groups in convenience (p < 0.01), interactivity (p < 0.01), and teaching quality (p = 0.04). The persistence of e-learning suggests that virtual treatment planning education will continue to some degree. Junior residents prefer virtual review, while a clearly preferred review format was less apparent among senior residents. Preferences are multifactorial, and the trends seen in reasons for preference between formats may reflect advantages inherent to each. Progress is still needed in optimizing treatment planning education, as suggested by few residents using their preferred format. Residents and staff should collectively decide which educational format for treatment planning best meets educational needs.
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Affiliation(s)
- Conley Kriegler
- Division of Radiation Oncology, Cross Cancer Institute, University of Alberta, 11560 University Ave, Edmonton, AB, T6G 1Z2, Canada.
| | - Mustafa Al Balushi
- Division of Radiation Oncology, Cross Cancer Institute, University of Alberta, 11560 University Ave, Edmonton, AB, T6G 1Z2, Canada
| | - Yiming Michael Zhu
- Division of Radiation Oncology, Cross Cancer Institute, University of Alberta, 11560 University Ave, Edmonton, AB, T6G 1Z2, Canada
| | - Jordan Hill
- Division of Radiation Oncology, Cross Cancer Institute, University of Alberta, 11560 University Ave, Edmonton, AB, T6G 1Z2, Canada
| | - Ananya Beruar
- Division of Radiation Oncology, Cross Cancer Institute, University of Alberta, 11560 University Ave, Edmonton, AB, T6G 1Z2, Canada
| | - Sunita Ghosh
- Division of Experimental Oncology, Cross Cancer Institute, University of Alberta, Edmonton, AB, Canada
| | - Alysa Fairchild
- Division of Radiation Oncology, Cross Cancer Institute, University of Alberta, 11560 University Ave, Edmonton, AB, T6G 1Z2, Canada
| | - Diane Severin
- Division of Radiation Oncology, Cross Cancer Institute, University of Alberta, 11560 University Ave, Edmonton, AB, T6G 1Z2, Canada
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Rasic G, Parikh PP, Wang ML, Keric N, Jung HS, Ferguson BD, Altieri MS, Nahmias J. The silver lining of the pandemic in surgical education: virtual surgical education and recommendations for best practices. GLOBAL SURGICAL EDUCATION : JOURNAL OF THE ASSOCIATION FOR SURGICAL EDUCATION 2023; 2:59. [PMID: 38013862 PMCID: PMC10205563 DOI: 10.1007/s44186-023-00137-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/06/2023] [Revised: 05/04/2023] [Accepted: 05/14/2023] [Indexed: 11/29/2023]
Abstract
Virtual education is an evolving field within the realm of surgical training. Since the onset of the COVID-19 pandemic, the application of virtual technologies in surgical education has undergone significant exploration and advancement. While originally developed to supplement in-person curricula for the development of clinical decision-making, virtual surgical education has expanded into the realms of clinical decision-making, surgical, and non-surgical skills acquisition. This manuscript aims to discuss the various applications of virtual surgical education as well as the advantages and disadvantages associated with each education modality, while offering recommendations on best practices and future directions.
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Affiliation(s)
- Gordana Rasic
- Department of Surgery, Boston Medical Center, Boston University Chobanian and Avedisian School of Medicine, Boston, MA USA
| | - Priti P. Parikh
- Department of Surgery, Boonshoft School of Medicine, Wright State University, Dayton, OH USA
| | - Ming-Li Wang
- Department of Surgery, University of New Mexico, Albuquerque, NM USA
| | - Natasha Keric
- Division of Trauma, Acute Care Surgery, and Surgical Critical Care, Department of Surgery, Banner-University Medical Center Phoenix, University of Arizona College of Medicine, Phoenix, AZ USA
| | - Hee Soo Jung
- Division of Acute Care and Regional General Surgery, Department of Surgery, University of Wisconsin School of Medicine and Public Health, Madison, WI USA
| | - Benjamin D. Ferguson
- Division of Hepatopancreatobiliary Surgery, Department of Surgery, University of New Mexico, Albuquerque, NM USA
| | - Maria S. Altieri
- Division of Gastrointestinal Surgery, Department of Surgery, Pennsylvania Hospital, Penn Medicine, Philadelphia, PA USA
| | - Jeffry Nahmias
- Division of Trauma, Burns, and Surgical Critical Care, Department of Surgery, University of California Irvine, Orange, CA USA
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Miljkovic E. Comparing Presence and Absence of Initial In-Person Contact and Written Feedback in RE&CBT E-Supervision. JOURNAL OF RATIONAL-EMOTIVE AND COGNITIVE-BEHAVIOR THERAPY 2023:1-33. [PMID: 37360922 PMCID: PMC10080518 DOI: 10.1007/s10942-023-00505-2] [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] [Accepted: 03/24/2023] [Indexed: 06/28/2023]
Abstract
This pilot study aims to analyze the effects of the presence and absence of initial in-person contact and written feedback in RE&CBT e-supervision, comparing it on the Supervisory Working Alliance Inventory, the Supervisor Satisfaction Questionnaire, and the Trainee Disclosure Scale. During a period of six months, five supervisees performed ten e-supervision divided into two groups, a control group that did only the initial meetings in-person and an experimental group in which two supervisees completed whole process online. Additionally, in the first five e-supervision, the supervisor reviewed an entire session with written feedback with an additional meeting for each group. In the last five e-supervision, the supervisor only partially reviewed client sessions during supervision. After ten e-supervision, an individual post-interview was conducted with each participant. This study's primary statistical method for calculating and combining effect sizes was Tarlow Baseline Corrected Tau and Open Meta Analyst software. Both groups scored above average on the first two scales, but the disclosure scale had highly irregular and inconsistent patterns. The combined qualitative and quantitative results suggest that novice therapists generally prefer to have their entire sessions reviewed with written feedback and that a single in-person contact is unlikely to influence e-supervision satisfaction and working alliance. Given that there are no adequately validated e-supervision models, this pilot study used a pilot model named Supported Model of Electronic Supervision (SMeS). This model showed potential, but it needs further testing on a larger sample with more clearly operationalized steps. This study experimentally supports the effectiveness of RE&CBT supervision for the first time. Supplementary Information The online version contains supplementary material available at 10.1007/s10942-023-00505-2.
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Affiliation(s)
- Ensad Miljkovic
- Bosnia and Herzegovina Association for Cognitive and Behavioral Therapy, Velika Kladusa, Bosnia and Herzegovina
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Baker N, Garner J, Kapur L, Lange B. Allied health clinical supervision: An opportunity lost. Health Serv Manage Res 2022; 36:102-108. [PMID: 35544463 DOI: 10.1177/09514848221100747] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
This study investigated clinical supervision with Allied Health professionals in a public health setting. Staff perceptions and experiences were explored through focus group discussions. Key themes identified that supervisees "tip-toe into complexity" by engaging in reflective practice for incremental personal and professional development. In contrast, supervisors identified that reflexivity was required for the opportunity to "develop at a deeper level". Offering a choice of supervisor and providing supervisor training enhanced supervision experiences. Challenges to effective supervision were identified. Competing priorities, inconsistent modes of delivery, major organisational change and the role of clinical supervision in line with professional development confounded the experiences. Health managers could improve the processes and outcomes by implementing consistency with approach, timing, documentation, language, and structure of Clinical Supervision.
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Affiliation(s)
- Nicky Baker
- College of Nursing and Health Sciences, 1065Flinders University of South Australia, Adelaide, SA, Australia
| | - Jill Garner
- Rehabilitation, Aged and Palliative Care, 6677Southern Adelaide Local Health Network, Bedford Park, SA, Australia
| | - Liz Kapur
- Rehabilitation, Aged and Palliative Care, 6677Southern Adelaide Local Health Network, Bedford Park, SA, Australia
| | - Belinda Lange
- College of Nursing and Health Sciences, 1065Flinders University of South Australia, Adelaide, SA, Australia
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Coenen L, Poel LV, Schoenmakers B, Van Renterghem A, Gielis G, Remmen R, Michels NR. The impact of COVID-19 on the well-being, education and clinical practice of general practice trainees and trainers: a national cross-sectional study. BMC MEDICAL EDUCATION 2022; 22:108. [PMID: 35183171 PMCID: PMC8857395 DOI: 10.1186/s12909-022-03174-4] [Citation(s) in RCA: 12] [Impact Index Per Article: 6.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 05/21/2021] [Accepted: 02/08/2022] [Indexed: 05/17/2023]
Abstract
BACKGROUND COVID-19 has changed General Practice (GP) education as well as GP clinical activities. These changes have had an impact on the well-being of medical trainees and the role of GP plays in the society. We have therefore aimed to investigate the impact that COVID-19 has had on GP trainees and trainers in four domains: education, workload, practice organization and the role of GP in society. DESIGN a cross-sectional study design was used. METHODS The Interuniversity Centre for the Education of General Practitioners sent an online survey with close-ended and open-ended questions to all GP trainees and trainers in Flanders, active in the period March - September 2020. Descriptive statistics were performed to analyze the quantitative data and thematic analysis for the qualitative data. RESULTS 216 (response 25%) GP trainees and 311 (response 26%) trainers participated. GP trainees (63%, N = 136) and trainers (76%, N = 236) reported new learning opportunities since the COVID-19 pandemic. The introduction of telehealth consulting and changing guidelines required new communication and organizational skills. Most of the GP trainees (75%, n = 162) and trainers (71%, n = 221) experienced more stress at work and an overload of administrative work. The unfamiliarity with a new infectious disease and the fact that COVID-19 care compromised general GP clinical activities, created insecurity among GP trainers and trainees. Moreover, GP trainees felt that general GP activities were insufficiently covered during the COVID-19 pandemic for their training in GP. GP trainers and trainees experienced mutual support, and secondary support came from other direct colleagues. Measures such as reducing the writing of medical certificates and financial support for administrative and (para) medical support can help to reprioritize the core of GP care. COVID-19 has enhanced the use of digital learning over peer-to-peer learning and lectures. However, GP trainees and trainers preferred blended learning educational activities. CONCLUSIONS COVID-19 has created learning opportunities such as telehealth consulting and a flexible organization structure. To ensure quality GP education during the pandemic and beyond, regular GP care should remain the core activity of GP trainees and trainers and a balance between all different learning methods should be found.
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Affiliation(s)
- Lotta Coenen
- Department of Family Medicine and chronic care, Vrije Universiteit Brussels, Laarbeeklaan 103, 1090, Brussels, Belgium.
| | - Louise Vanden Poel
- Faculty of Medicine, KU Leuven, ON II Herestraat 49 - box 400, 3000, Leuven, Belgium
| | - Birgitte Schoenmakers
- Department of Public Health and Primary care, KU Leuven, Kapucijnenvoer 7 blok h - box 7001, 3000, Leuven, Belgium
| | - Arne Van Renterghem
- Department of Public Health and Primary care, Ghent University, Ghent, Belgium
| | - Guy Gielis
- Interuniversity Centre for the Education of General Practitioners, Kapucijnenvoer 33 - Blok H - bus 7001, 3000, Leuven, Belgium
| | - Roy Remmen
- Centre for General Practice, Department of Family Medicine and Population health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
| | - Nele R Michels
- Centre for General Practice, Department of Family Medicine and Population health, Faculty of Medicine and Health Sciences, University of Antwerp, Antwerp, Belgium
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Virtual Procedural Supervision During the COVID-19 Pandemic: A Novel Pilot for Supervising Invasive Bedside Procedures in the ICU. Mayo Clin Proc Innov Qual Outcomes 2021; 5:992-996. [PMID: 34568767 PMCID: PMC8452522 DOI: 10.1016/j.mayocpiqo.2021.09.003] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/22/2022] Open
Abstract
The ability to perform invasive bedside procedures (IBPs) safely and efficiently is a core skill set within critical care medicine. Fellowship training provides a pivotal time for learners to attain baseline proficiency in such procedures to decrease patient complications. The coronavirus disease 2019 pandemic has posed distinct challenges to the traditional model of teaching and supervising IBPs in the intensive care unit, including stewardship of personal protective equipment and limiting health care worker exposure to persons with coronavirus disease 2019. To address these challenges, we piloted a novel method of IBP supervision and teaching using a virtual monitoring system. In this virtual procedural supervision model, the supervising teacher is located outside the patient room, limiting personal protective equipment use and health care worker exposure. An audiovisual monitoring system allowed communication between the teacher and the learner as well as supervisor visualization of the procedural encounter. Virtual supervision was used for central line placement and bronchoscopy in the medical intensive care unit with no complications or instances of the supervisor needing to enter the patient room. Success was felt to depend on camera positioning and preprocedure planning and to be best for advanced learners who would not require tactile feedback. Upper level learners appreciated autonomy granted by this process. Virtual IBP supervision is felt to be a useful tool in specific situations. As with any tool, there are notable strengths and limitations. Success is felt to be optimized when attention is paid to procedural teaching best practices, learner selection, and technological logistics.
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Launer J. Teaching and facilitating groups online: adapting to the COVID-19 pandemic. Postgrad Med J 2021; 97:543-544. [PMID: 34301803 PMCID: PMC10016938 DOI: 10.1136/postgradmedj-2021-140619] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/03/2022]
Affiliation(s)
- John Launer
- Associate Editor, Postgraduate Medical Journal, London, UK
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