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Lake S, Brydges R, Penney C, Wilson D, Sweezie R, Bagovich M, Bong D, Barr S, Stroud L. Online vs in-person musculoskeletal ultrasound course: a cohort comparison study. Ultrasound J 2024; 16:30. [PMID: 38819664 PMCID: PMC11143147 DOI: 10.1186/s13089-024-00375-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/30/2023] [Accepted: 04/22/2024] [Indexed: 06/01/2024] Open
Abstract
BACKGROUND Point-of-care musculoskeletal (MSK) ultrasound (US) courses are typically held in-person. The COVID-19 pandemic guidelines forced courses to switch to online delivery. To determine this impact, we conducted an observational cohort study, comparing homework completion and image quality between an Online and a historical In-person cohort. METHODS The In-person (n = 27) and Online (n = 24) cohorts attended two learning sessions spaced six months apart. The course content was the same, while the process of delivery differed. As homework, participants submitted US images biweekly for up to five months after each session. Expert faculty provided written feedback to all participants, and two independent reviewers rated the image quality for a subset of participants in each group who had completed at least 70% of their homework (In-person, n = 9; Online, n = 9). Participants self-reported their satisfaction through post-course evaluation. RESULTS 63% of In-Person and 71% of Online cohort participants submitted their homework images. We observed no differences in the mean amount of homework images submitted for In-person (M = 37.3%, SD = 42.6%) and Online cohorts (M = 48.1%, SD = 38.8%; p > 0.05, Mann-Whitney U Test). At course end, the cohorts did not differ in overall image quality (p > 0.05, Wilcoxon Signed-rank Test). All participants reported high levels of satisfaction. CONCLUSIONS A convenience sample of participants attending a basic MSK US course in-person and online did not differ statistically in homework completion, quality of submitted US images, or course satisfaction. We add to literature suggesting online learning remains a viable option post-pandemic.
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Affiliation(s)
- Shirley Lake
- Division of Rheumatology, University of Toronto, Sunnybrook Health Sciences Centre, 2075 Bayview Avenue, M4N3M5, Toronto, ON, Canada.
| | - Ryan Brydges
- Department of Medicine, Unity Health Toronto, University of Toronto, Toronto, Canada
| | - Chris Penney
- Division of Rheumatology, University of Calgary, Calgary, Canada
| | | | | | - Maria Bagovich
- Division of Rheumatology, University of Toronto, Sunnybrook Health Sciences Centre, 2075 Bayview Avenue, M4N3M5, Toronto, ON, Canada
| | - David Bong
- University of Barcelona School of Medicine, Barcelona, Spain
| | - Susan Barr
- Division of Rheumatology, University of Calgary, Calgary, Canada
| | - Lynfa Stroud
- Department of Medicine, University of Toronto, Toronto, Canada
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Johnson JI, Beasley H, Southwick D, Lords AM, Kessler R, Vrablik ME, Baker RT. Development of a hybrid point-of-care ultrasound curriculum for first year medical students in a rural medical education program: a pilot study. BMC MEDICAL EDUCATION 2024; 24:16. [PMID: 38172848 PMCID: PMC10765644 DOI: 10.1186/s12909-023-05005-6] [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: 08/25/2023] [Accepted: 12/21/2023] [Indexed: 01/05/2024]
Abstract
BACKGROUND The field of point-of-care ultrasound (POCUS) has advanced in recent decades due to the benefits it holds for medical providers. However, aspiring POCUS practitioners require adequate training. Unfortunately, there remains a paucity of resources to deliver this training, particularly in rural and underserved areas. Despite these barriers, calls for POCUS training in undergraduate medical education are growing, and many medical schools now deliver some form of POCUS education. Our program lacked POCUS training; therefore, we developed and implemented a POCUS curriculum for our first-year medical students. METHODS We developed a POCUS curriculum for first year medical students in a rural medically underserved region of the United States. To evaluate our course, we measured learning outcomes, self-reported confidence in a variety of POCUS domains, and gathered feedback on the course with a multi-modal approach: an original written pre- and post-test, survey tool, and semi-structured interview protocol, respectively. RESULTS Student (n=24) knowledge of POCUS significantly increased (pre-test average score = 55%, post-test average score = 79%, P<0.0001), and the course was well received based on student survey and interview feedback. In addition, students reported increased confidence toward a variety of knowledge and proficiency domains in POCUS use and their future clinical education and practice. CONCLUSIONS Despite a lack of consensus in POCUS education, existing literature describes many curricular designs across institutions. We leveraged a combination of student initiatives, online resources, remote collaborations, local volunteers, and faculty development to bring POCUS to our institution in a rural and medically underserved region. Moreover, we demonstrate positive learning and experiential outcomes that may translate to improved outcomes in students' clinical education and practice. Further research is needed to evaluate the psychomotor skills, broader learning outcomes, and clinical performance of students who take part in our POCUS course.
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Affiliation(s)
- Joshua I Johnson
- WWAMI Medical Education Program, University of Idaho, Moscow, Idaho, USA.
- University of Washington School of Medicine, Seattle, Washington, USA.
| | - Heather Beasley
- WWAMI Medical Education Program, University of Idaho, Moscow, Idaho, USA
- University of Washington School of Medicine, Seattle, Washington, USA
| | - Derek Southwick
- WWAMI Medical Education Program, University of Idaho, Moscow, Idaho, USA
- University of Washington School of Medicine, Seattle, Washington, USA
| | - Allie M Lords
- WWAMI Medical Education Program, University of Idaho, Moscow, Idaho, USA
- University of Washington School of Medicine, Seattle, Washington, USA
| | - Ross Kessler
- University of Washington School of Medicine, Seattle, Washington, USA
- Department of Emergency Medicine, University of Washington, Seattle, Washington, USA
| | - Michael E Vrablik
- University of Washington School of Medicine, Seattle, Washington, USA
- Department of Emergency Medicine, University of Washington, Seattle, Washington, USA
| | - Russell T Baker
- WWAMI Medical Education Program, University of Idaho, Moscow, Idaho, USA
- University of Washington School of Medicine, Seattle, Washington, USA
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Ward S, Palma J. Virtual Ultrasound Training in a Multinational Teaching Program. Mil Med 2023; 188:e1576-e1579. [PMID: 36226885 PMCID: PMC9619737 DOI: 10.1093/milmed/usac305] [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: 05/01/2022] [Revised: 06/16/2022] [Accepted: 09/22/2022] [Indexed: 11/14/2022] Open
Abstract
INTRODUCTION Before the COVID-19 pandemic, a 1-week in-person Clinical Ultrasound Course was taught in African nations as part of a U.S. Department of State-funded program that supports and trains African peacekeepers serving with the United Nations and African Union. In order to maintain active engagement with host nations despite the travel restrictions due to the COVID-19 pandemic, portions of the course were taught virtually in 2021 to providers in Ghana, Senegal, and Rwanda. An abbreviated course was delivered covering the Focused Assessment with Sonography in Trauma (FAST) trauma exam and vascular access. The goal of this study is to assess the effectiveness of the Clinical Ultrasound Course while taught in a virtual classroom. MATERIALS AND METHODS Thirty-six participants enrolled in the program. Participants completed a pre-course survey before the training. Training consisted of a pre-recorded lecture followed by hands-on ultrasound instruction. After the training, participants completed a post-course survey. Eight participants were excluded from the study because they did not complete both surveys. Survey questions assessed the participants' comfort with ultrasound mechanics and the FAST exam. Participant responses were measured utilizing a visual analog scale. RESULTS Based on survey results, all participants gained a better understanding of the indications and limitations of the FAST exam from the virtual Clinical Ultrasound Course. All participants also felt more comfortable using ultrasound in clinical practice than they did before the course. Ghanaian and Senegalese participants showed greater improvement in all areas studied than Rwandan participants. This is likely due to the fact that the Rwandan hospital system had prior ultrasound training and a higher baseline understanding than their counterparts. The Rwandan hospital system had previously completed the in-person sessions of the Clinical Ultrasound Course and therefore had some institutional knowledge, while the Ghanaians and Senegalese took the course for the first time during this study. CONCLUSION Virtual delivery of the Clinical Ultrasound Course was successful. Participants felt more comfortable in all aspects of ultrasound taught during the course and indicated that they were more likely to use ultrasound in clinical practice. This demonstrates that virtual ultrasound teaching is a viable option for international educational programs in the future.
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Affiliation(s)
- Samantha Ward
- Department of Emergency Medicine, Naval Medical Center Portsmouth, Portsmouth, VA 23708, USA
| | - James Palma
- Department of Emergency Medicine, Naval Medical Center Portsmouth, Portsmouth, VA 23708, USA
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Raja AE, Emam M, Shustorovich A, Tatini AL, Coslick A, Dreher GM, Singh AD, Friedlander T, Morice K, Kim SY. A Hybrid Musculoskeletal Ultrasound Curriculum for Physical Medicine and Rehabilitation Residents-a Multi-center Pilot Program. CURRENT PHYSICAL MEDICINE AND REHABILITATION REPORTS 2023; 11:51-61. [PMID: 36785739 PMCID: PMC9909640 DOI: 10.1007/s40141-023-00380-z] [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: 01/09/2023] [Indexed: 02/11/2023]
Abstract
Purpose of Review The increased use of musculoskeletal ultrasound (MSKUS) in clinical practice warrants achieving competency earlier in physiatrists' careers. Physical Medicine and Rehabilitation (PM&R) residency programs have started incorporating formal MSKUS training in their curricula; however, significant heterogeneity remains in MSKUS education. Recent Findings Numerous barriers contribute to the lack of consensus for MSKUS training during residency, but the COVID-19 pandemic severely disrupted in-person learning. As an adjunct or alternative to in-person learning, teleguided technology is being utilized. Summary This curriculum demonstrates the role of a hybrid MSKUS training with interinstitutional collaboration. Twenty PM&R learners, from two institutions, were divided into a fundamental or advanced track. Virtual didactic sessions alternated weekly with hands-on ultrasonographic scanning sessions. Following a 12-month longitudinal curriculum, an end-of-year practical examination was used for competency assessment, in addition to a survey assessing resident perceptions and feedback. To our knowledge, this is the first collaborative and hybrid MSKUS curriculum for PM&R learners that can be easily reproduced at most training institutions and circumvent some of the barriers amplified by the COVID-19 pandemic. Supplementary Information The online version contains supplementary material available at 10.1007/s40141-023-00380-z.
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Affiliation(s)
- Altamash E Raja
- Department of Rehabilitation Medicine, Neuromusculoskeletal Institute, Rowan University School of Osteopathic Medicine, Sewell, NJ USA
| | - Mohammed Emam
- Department of Physical Medicine & Rehabilitation, The Johns Hopkins University School of Medicine, 600 N Wolfe St, Phipps 120, Baltimore, MD USA
| | - Alexander Shustorovich
- Center for Sports & Spine Medicine, Department of Physical Medicine & Rehabilitation, JFK Johnson Rehabilitation Institute/Hackensack Meridian, Edison, USA
| | - Anisa L Tatini
- Department of Physical Medicine & Rehabilitation, The Johns Hopkins University School of Medicine, 600 N Wolfe St, Phipps 120, Baltimore, MD USA
| | - Alexis Coslick
- Department of Physical Medicine & Rehabilitation, Department of Orthopaedics, The Johns Hopkins University School of Medicine, Baltimore, USA
| | - Geoffrey M Dreher
- Department of Family and Community Medicine, Sports Medicine, Penn Medicine Lancaster General Health, Lancaster, USA
| | - Adeepa D Singh
- Brain and Spine Surgeons of New York, Department of Physical Medicine & Rehabilitation and Pain Medicine, White Plains Hospital, White Plains, USA
| | - Tracy Friedlander
- Department of Physical Medicine & Rehabilitation, The Johns Hopkins University School of Medicine, 600 N Wolfe St, Phipps 120, Baltimore, MD USA
| | - Karen Morice
- Department of Rehabilitation Medicine, Burke Rehabilitation Hospital, White Plains, USA
| | - Soo Yeon Kim
- Department of Rehabilitation and Human Performance, Icahn School of Medicine at Mount Sinai, New York, NY USA
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Wanjiku G, Dreizler L, Bell G, Wachira B. Feasibility of project ECHO telementoring to build capacity among non-specialist emergency care providers. Afr J Emerg Med 2022; 12:352-357. [PMID: 35945932 PMCID: PMC9352275 DOI: 10.1016/j.afjem.2022.07.012] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/03/2021] [Revised: 05/09/2022] [Accepted: 07/24/2022] [Indexed: 11/23/2022] Open
Abstract
There is an urgent need to scale up training of the emergency care workforce. Virtual education platforms provide the opportunity to extend emergency medicine education, especially in light of disruptions caused by COVID-19. Project ECHO telementoring is a robust model that is amenable to emergency medical education. This paper describes the use of Project ECHO telementoring for PoCUS training in Kenya. We describe the challenges of implementation and potential ways to overcome them.
The COVID-19 pandemic has led to global disruptions in emergency medicine (EM) teaching and training and highlighted the need to strengthen virtual learning platforms. This disruption coincides with essential efforts to scale up training of the emergency healthcare workforce, particularly in low-resource settings where the specialty is not well developed. Thus, there is growing interest in strengthening virtual platforms that can be used to support emergency medicine educational initiatives globally. These platforms must be robust, context specific and sustainable in low-resource environments. This report describes the implementation of Project ECHO (Extension for Community Healthcare Outcomes), a telementoring platform originally designed to extend specialist support to health care workers in rural and underserved areas in New Mexico. This platform has now been implemented successfully across the globe. We describe the challenges and benefits of the Project ECHO model to support a Point-of-Care Ultrasound (POCUS) training program for health care providers in Kenya who do not have specialty training in emergency medicine. Our experience using this platform suggests it is amenable to capacity building for non-specialist emergency care providers in low-resource settings, but key challenges to implementation exist. These include unreliable and costly internet access and lack of institutional buy-in.
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Affiliation(s)
- Grace Wanjiku
- The Warren Alpert Medical School of Brown University, Providence, RI, USA
- Corresponding author.
| | - Lindsay Dreizler
- The Warren Alpert Medical School of Brown University, Providence, RI, USA
| | - Gregory Bell
- University of Iowa Carver College of Medicine, Iowa City, IA, USA
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Nix K, Liu EL, Oh L, Duanmu Y, Fong T, Ashenburg N, Liu RB. A Distance-Learning Approach to Point-of-Care Ultrasound Training (ADAPT): A Multi-Institutional Educational Response During the COVID-19 Pandemic. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2021; 96:1711-1716. [PMID: 34524135 PMCID: PMC8603429 DOI: 10.1097/acm.0000000000004399] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
PROBLEM The COVID-19 pandemic significantly disrupted point-of-care ultrasound (POCUS) education. Medical schools and residency programs placed restrictions on bedside teaching and clinical scanning as part of risk mitigation. In response, POCUS faculty from 15 institutions nationwide collaborated on an alternative model of ultrasound education, A Distance-learning Approach to POCUS Training (ADAPT). APPROACH ADAPT was repeated monthly from April 1 through June 30, 2020. It accommodated 70 learners, who included 1- to 4-week rotators and asynchronous learners. The curriculum included assigned prework and learning objectives covering 20 core POCUS topics. A rotating group of 30 faculty and fellows delivered daily virtual teaching sessions that included gamification to increase learner engagement and hands-on instruction through teleguidance. After participation, faculty and learners completed anonymous surveys. OUTCOMES Educators reported a significant decrease in preparatory time (6.2 vs 3.1 hours per week, P < .001) dedicated to ultrasound education after implementing ADAPT. The majority of 29 learners who completed surveys felt "somewhat confident" or "very confident" in their ability to acquire (n = 25, 86.2%) and interpret (n = 27, 93.1%) ultrasound images after the intervention; the majority of 22 educators completing surveys rated the program "somewhat effective" or "very effective" at contributing to learner's ability to acquire (n = 13, 59.1%) and interpret (n = 20, 90.9%) images. Most learners (n = 28, 96.6%) and all educators (n = 22, 100%) were "satisfied" or "very satisfied" with ADAPT as a whole, and the large majority of educators were "very likely" (n = 18, 81.8%) to recommend continued use of this program. NEXT STEPS A virtual curriculum that pools the efforts of multiple institutions nationwide was implemented rapidly and effectively while satisfying educational expectations of both learners and faculty. This collaborative framework can be replicated and may be generalizable to other educational objectives.
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Affiliation(s)
- Kahra Nix
- K. Nix is assistant professor, Department of Emergency Medicine, Emory University School of Medicine, Atlanta, Georgia; ORCID: https://orcid.org/0000-0002-8412-9682
| | - E. Liang Liu
- E.L. Liu is assistant professor, Department of Emergency Medicine, Emory University School of Medicine, Atlanta, Georgia; ORCID: https://orcid.org/0000-0003-3273-9021
| | - Laura Oh
- L. Oh is associate professor, Department of Emergency Medicine, Emory University School of Medicine, Atlanta, Georgia; ORCID: https://orcid.org/0000-0002-4566-2580
| | - Youyou Duanmu
- Y. Duanmu is clinical assistant professor, Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, California; ORCID: https://orcid.org/0000-0002-3430-7866
| | - Tiffany Fong
- T. Fong is assistant professor, Department of Emergency Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland; ORCID: https://orcid.org/0000-0002-8843-5177
| | - Nicholas Ashenburg
- N. Ashenburg is clinical assistant professor, Department of Emergency Medicine, Stanford University School of Medicine, Palo Alto, California; ORCID: https://orcid.org/0000-0002-9996-6248
| | - Rachel B. Liu
- R.B. Liu is associate professor, Department of Emergency Medicine, Yale University School of Medicine, New Haven, Connecticut; ORCID: https://orcid.org/0000-0002-3997-0325
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Huang LY, McKenty N, Alvarez A, Gober J, Irwin R, Molinares D, Price C, Sherman A, Tiu T, Gater DR. Virtually Possible: Medical Student Rehabilitation Rotations During a Pandemic. Am J Phys Med Rehabil 2021; 100:831-836. [PMID: 34173775 PMCID: PMC8366514 DOI: 10.1097/phm.0000000000001831] [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] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/26/2022]
Abstract
ABSTRACT The novel coronavirus 2019 pandemic has led to new dilemmas in medical education because of an initial shortage of personal protective equipment, uncertainty regarding disease transmission and treatments, travel restrictions, and social distancing guidelines. These new problems further compound the already existing problem of limited medical student exposure to the field of physical medicine and rehabilitation, particularly for students in medical schools lacking a department of physical medicine and rehabilitation, approximately 50% of medical schools. A virtual medical student physical medicine and rehabilitation rotation was created to mitigate coronavirus 2019-related limitations and impact on medical education. Using audiovisual technology, students had the opportunity to participate in clinical inpatient and outpatient care, live-streamed procedures, and virtual didactics, develop and showcase their clinical knowledge and reasoning skills, and become familiar with the culture of the physical medicine and rehabilitation residency program. Adaptive educational approaches, including integration of the flipped classroom model, success, pitfalls, and areas for improvement will be described and discussed. Providing nontraditional methods for physical medicine and rehabilitation education and exposure to medical students is crucial to maintain and promote growth of the field in this unprecedented and increasingly virtual era.
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Nentin F, Gabbur N, Katz A. A Shift in Medical Education During the COVID-19 Pandemic. ADVANCES IN EXPERIMENTAL MEDICINE AND BIOLOGY 2021; 1318:773-784. [PMID: 33973211 DOI: 10.1007/978-3-030-63761-3_43] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/07/2023]
Abstract
The COVID-19 pandemic has abruptly affected every aspect of people's daily lives worldwide. Just like every other area, the medical field has been dramatically impacted by the need to care for a large number of patients while at the same time protecting staff, patients, and their families. Changes in the wake of the pandemic called for the prompt and extensive rechanneling and re-organization of resources. The pandemic has opened challenges and concerns for patient safety, starting with the early recognition that individuals, including medical staff, may spread the virus during the asymptomatic phase. Many healthcare facilities faced resource-limited settings, including challenges in the availability of personal protective equipment for healthcare providers. Additionally, the pandemic has disrupted medical education, both at the undergraduate and at the graduate levels, and according to many predictions, its effects may forever transform the ways medical education is delivered. In this chapter, we are exploring the history of medical education, describe changes in medical education experienced during the COVID-19 pandemic, and predict some of the considerations worth taking into account when envisioning the future of medical education.
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Affiliation(s)
- Farida Nentin
- Department of Obstetrics, Gynecology and Reproductive Science, Icahn School of Medicine at Mount Sinai, New York, NY, USA
| | - Nagaraj Gabbur
- Department of Obstetrics and Gynecology, Zucker School of Medicine at Hofstra/Northwell, North Shore University Hospital and Long Island Jewish Medical Centers, Manhasset, NY, USA
| | - Adi Katz
- Department of Obstetrics and Gynecology, Zucker School of Medicine at Hofstra/Northwell, Lenox Hill Hospital, New York, NY, USA.
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Rivera R, Smart J, Sakaria S, Wray A, Wiechmann W, Boysen-Osborn M, Toohey S. Planning Engaging, Remote, Synchronous Didactics in the COVID-19 Pandemic Era. JMIR MEDICAL EDUCATION 2021; 7:e25213. [PMID: 33872191 PMCID: PMC8115395 DOI: 10.2196/25213] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/20/2020] [Revised: 03/10/2021] [Accepted: 04/14/2021] [Indexed: 05/08/2023]
Abstract
As part of the Accreditation Council for Graduate Medical Education requirements, residents must participate in structured didactic activities. Traditional didactics include lectures, grand rounds, simulations, case discussions, and other forms of in-person synchronous learning. The COVID-19 pandemic has made in-person activities less feasible, as many programs have been forced to transition to remote didactics. Educators must still achieve the goals and objectives of their didactic curriculum despite the new limitations on instructional strategies. There are several strategies that may be useful for organizing and creating a remote residency didactic curriculum. Educators must master new technology, be flexible and creative, and set rules of engagement for instructors and learners. Establishing best practices for remote didactics will result in successful, remote, synchronous didactics; reduce the impact of transitioning to a remote learning environment; and keep educators and learners safe as shelter-at-home orders remain in place.
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Affiliation(s)
- Ronald Rivera
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Jonathan Smart
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Sangeeta Sakaria
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Alisa Wray
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Warren Wiechmann
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Megan Boysen-Osborn
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
| | - Shannon Toohey
- Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States
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Nakaya K, Yasuda E, Muto H, Matsuura K, Higashide R, Arai N. Educational Effect of Remote Lectures for Students Aiming to Become Radiologic Technologists: Questionnaire on Nuclear Medicine Examinations. J Nucl Med Technol 2020; 49:164-169. [PMID: 33361178 PMCID: PMC8712631 DOI: 10.2967/jnmt.120.258194] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/09/2020] [Accepted: 11/12/2020] [Indexed: 11/16/2022] Open
Abstract
In the latter half of 2019, coronavirus disease 2019 (COVID-19) began spreading worldwide. To prevent COVID-19 infection, all teaching at Suzuka University of Medical Sciences from April to June 2020 took place as remote lectures, not in the face-to-face format. This study analyzed postlecture questionnaire responses regarding face-to-face and remote teaching on the subject of nuclear medicine technology examinations. We examined the educational effect of using remote lectures. Methods: We conducted a questionnaire survey among students by means of a 5-point evaluation scale about satisfaction, comprehension, concentration, preparation, reviewing, and the question environment for face-to-face and remote lectures. Results: We present the results as means and SDs. Satisfaction results for face-to-face and remote lectures were 3.30 ± 0.72 and 3.36 ± 0.88, respectively. Comprehension results for face-to-face and remote lectures were 3.30 ± 0.71 and 3.30 ± 0.83, respectively. Concentration results for face-to-face and remote lectures were 3.50 ± 0.69 and 3.05 ± 0.90, respectively. The preparation results for face-to-face and remote lectures were 2.57 ± 0.88 and 2.67 ± 0.94, respectively. The reviewing results for face-to-face and remote lectures were 2.84 ± 0.85 and 3.39 ± 0.89, respectively. The question environment results for face-to-face and remote lectures lessons were 2.94 ± 0.90 and 3.43 ± 0.84, respectively. There were no significant differences between face-to-face and remote lectures in terms of satisfaction, comprehension, or preparation. There were significant differences between face-to-face and remote lectures in terms of concentration, reviewing, and the questioning environment (P < 0.001). Conclusion: This comparative analysis of the postlecture questionnaire responses for face-to-face and remote formats in nuclear medicine technology examinations showed that remote lectures have a strong educational effect. We believe that, in future, remote lectures should be considered a tool in student education.
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Affiliation(s)
- Koji Nakaya
- Department of Radiological Technology, Faculty of Health Science, Suzuka University of Medical Science, Suzuka, Japan
| | - Eisuke Yasuda
- Department of Radiological Technology, Faculty of Health Science, Suzuka University of Medical Science, Suzuka, Japan
| | - Hiroe Muto
- Department of Radiological Technology, Faculty of Health Science, Suzuka University of Medical Science, Suzuka, Japan
| | - Kanae Matsuura
- Department of Radiological Technology, Faculty of Health Science, Suzuka University of Medical Science, Suzuka, Japan
| | - Ryo Higashide
- Department of Radiological Technology, Faculty of Health Science, Suzuka University of Medical Science, Suzuka, Japan
| | - Nobuyuki Arai
- Department of Radiological Technology, Faculty of Health Science, Suzuka University of Medical Science, Suzuka, Japan
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