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Ortiz Riofrio AG, Valdivieso-Andrade EJ, Acosta Masaquiza NM, Aguirre AS, Almeida Villavicencio NA, Calderón Pilla CS, Del Pozo Acosta P, Guaillas Japón A, Luna Chonata DV, Mafla Roca NB, Mendoza García AS, Muñoz Caicedo LA, Muñoz Salazar GA, Pacheco Reinoso KM, Pazmiño Chávez CN, Proaño Lozada NK, Rzonzew Sauer J, Saldaña Armas GA, Salinas Avalo IE, Saltos Granizo AC, Soria Sarabia BF, Suárez Morales DA, Sulca Caillagua RF, Zavala Cárdenas MA, Carrera Verdesoto F, Cisneros-Heredia D, Estrella Porter P, Guillemot JR. COVID-19: Medical education from the point of view of medical students using the participatory Delphi method. PLoS One 2024; 19:e0297602. [PMID: 38968213 PMCID: PMC11226019 DOI: 10.1371/journal.pone.0297602] [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: 01/09/2024] [Accepted: 04/04/2024] [Indexed: 07/07/2024] Open
Abstract
BACKGROUND The COVID-19 pandemic has prompted a transformation of medical training. Although there were obvious medical education and social interaction challenges, e-learning presented some advantages, which may have generated medical curricula innovation and adjustments to novel technological methodologies. This study aims to generate consensuses among medical students regarding medical education provided during the pandemic in the resource-limited context of a Global South university. METHODS The implementation of a participatory Delphi method included a recruitment campaign, training, constitution of Delphi panels and questions, and development of the Delphi exercises. Students from the second to the sixth year of medicine of a university in Quito, Ecuador, constituted two Delphi panels, developed questions about the education received during the pandemic, and answered them over 3.5 rounds. FINDINGS Twenty-two medical students participated in the Delphi exercises about their perception of medical education during the COVID-19 pandemic. The analysis consisted of a total of 22 Delphi questions divided into five distinct categories: adaptations and innovations, curriculum and assessment changes, virtual clinical practice, time management, and mental health. The authors established high, medium, and low consensuses for analysis. CONCLUSIONS Consensuses were reached based on students' academic year and focused on the changes in lecture delivery, the usage of new technologies, patient care skills, the impact of the educational routine, and the mental health of the COVID-19 pandemic. The way the pandemic affected medical education in the Global South set the stage for the need for a comprehensive review of tools, skills, and curricula for students from culturally diverse backgrounds. This study offers a highly replicable methodology to generate consensuses and introduce students to academic research.
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Affiliation(s)
- Andrea Gabriela Ortiz Riofrio
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Emilia José Valdivieso-Andrade
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | - Alex S. Aguirre
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | | | | | - Auki Guaillas Japón
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | - Flavio Carrera Verdesoto
- Programa UNIDiversidad, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Estudios Avanzados en Desigualdades, Colegio de Ciencias Sociales y Humanidades, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Diego Cisneros-Heredia
- Laboratorio de Ecología Urbana y Rural, Instituto IBIOTROP, Colegio de Ciencias Biológicas y Ambientales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Laboratorio de Salud Animal, Escuela de Medicina Veterinaria, Instituto IBIOTROP, Hospital de Fauna Silvestre TUERI, Universidad San Francisco de Quito USFQ, Quito, Ecuador
| | - Pablo Estrella Porter
- Departamento de Medicina Preventiva y Salud Pública, Hospital Clínico Universitario de Valencia, Valencia, Spain
| | - Jonathan Raymond Guillemot
- Escuela de Medicina, Universidad San Francisco de Quito USFQ, Quito, Ecuador
- Instituto de Medicina Social & Desafíos Globales, Universidad San Francisco de Quito USFQ, Quito, Ecuador
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Nejadghaderi SA, Khoshgoftar Z, Fazlollahi A, Nasiri MJ. Medical education during the coronavirus disease 2019 pandemic: an umbrella review. Front Med (Lausanne) 2024; 11:1358084. [PMID: 39036099 PMCID: PMC11257851 DOI: 10.3389/fmed.2024.1358084] [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: 12/19/2023] [Accepted: 06/24/2024] [Indexed: 07/23/2024] Open
Abstract
Background The coronavirus disease 2019 (COVID-19) pandemic affected many aspects of lifestyle and medical education during the recent years. We aimed to determine the impacts of COVID-19 pandemic on medical education to provide an overview of systematic reviews on it. Methods We searched PubMed, Scopus, Web of Science, Cochrane library, Google Scholar, and medRxiv, with the following keywords: "SARS-CoV-2," "COVID-19," "Medical Education," "E-learning," "Distance Education," "Online Learning," "Virtual Education," "systematic review," and "meta-analysis," up to 15 April 2023. Studies were included if they were systematic reviews assessing the impacts of the COVID-19 pandemic on medical sciences students. We used A MeaSurement Tool to Assess systematic Reviews 2 (AMSTAR-2) checklist for quality assessment. Results A total of 28 systematic reviews were included. The eligible reviews included between five and 64 primary studies, ranging from 897 to 139,381 participants. Technology-enhanced learning and simulation-based learning were the most frequently used strategies. Virtual teaching has several drawbacks like technical difficulties, confidentiality problems, lower student involvement, connection problems, and digital fatigue. The overall satisfaction rate for online learning was above 50%. Also, favorable opinions about perception, acceptability, motivation, and engagement were reported. The quality of 27 studies were critically low and one was low. Conclusion There were reduced clinical exposure and satisfaction for medical students during the pandemic. Further high-quality systematic reviews are required.
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Affiliation(s)
- Seyed Aria Nejadghaderi
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
- HIV/STI Surveillance Research Center, and WHO Collaborating Center for HIV Surveillance, Institute for Futures Studies in Health, Kerman University of Medical Sciences, Kerman, Iran
| | - Zohreh Khoshgoftar
- Department of Medical Education, School of Medical Education and Learning Technology, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Asra Fazlollahi
- Student Research Committee, Tabriz University of Medical Sciences, Tabriz, Iran
- Research Center for Integrative Medicine in Aging, Aging Research Institute, Tabriz University of Medical Sciences, Tabriz, Iran
| | - Mohammad Javad Nasiri
- Department of Microbiology, School of Medicine, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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Huang J, Fu L, Fu Y, Creedy DK, Gamble J, Da Z, Yao J, Li J, Wang N. Exposure to disrespectful maternity care and perceptions of respectful maternity care among nursing and midwifery pre-registration students in China: A national cross-sectional study. Nurse Educ Pract 2024; 78:104026. [PMID: 38901276 DOI: 10.1016/j.nepr.2024.104026] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2023] [Revised: 06/10/2024] [Accepted: 06/11/2024] [Indexed: 06/22/2024]
Abstract
AIMS To 1) determine the prevalence and types of disrespectful maternity care witnessed by students; 2) describe students' perceptions of respectful maternity care and associated factors; and 3) investigate whether witnessing disrespectful care influences their perceptions of respectful maternity care. BACKGROUND Limited evidence exists about nursing and midwifery students' perceptions of respectful maternity care and prevalence of disrespectful maternity care in China. Understanding students' perceptions can inform pre-registration curricula and clinical practice programs, promoting the implementation of respectful maternity care. DESIGN An exploratory national online survey was conducted. METHODS Data were analysed using bivariate analysis and multi-factor analysis of variance. RESULTS Among 733 students, positive perceptions towards respectful maternity care were common. Approximately one-fifth witnessed disrespect, with physical violence, lack of communication and untimely care most frequently reported. A better understanding of respectful maternity care was associated with female students of Han ethnicity, majoring in midwifery, undertaking a longer internship/practicum and reporting fewer instances of observed disrespect. Although students reported positive perceptions of respectful maternity care, inadequate understanding was evident. Incorporating relevant content about respectful care into the curriculum is suggested. Reducing students' exposure to disrespectful maternity care may ensure that certain forms of disrespect or abuse do not become normalized among students. This requires system-level efforts to create a safe and supportive working environment for maternity health providers. CONCLUSION To promote respectful maternity care in China, system-level changes are warranted. Respectful maternity care needs to be essential content in pre-registration midwifery and nursing curricula. Encouraging students to identify poor practice and discuss good practice in a safe learning environment is warranted.
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Affiliation(s)
- Jing Huang
- School of Nursing, Capital Medical University, No.10 Xitoutiao Road, Fengtai District, Beijing 100069, China; Florence Nightingale Faculty of Nursing, Midwifery and Palliative Care, King's College London, London SE18WA, UK
| | - Li Fu
- School of nursing, Liaoning University of Traditional Chinese Medicine Shenyang, No 79 Chongshan East Road, Huanggu District, Shenyang 110847, China; School of Nursing, Peking University, No.38 Xueyuan Road, Haidian District, Beijing 100191,China
| | - Yu Fu
- School of Nursing, Xinjiang Medical University, No.567 Shangde North Road, Shuimogou District, Urumqi 830017, China
| | - Debra K Creedy
- School of Nursing and Midwifery, Griffith University Logan Campus, University Drive, Meadowbrook, Queensland 4131, Australia
| | - Jenny Gamble
- School of Nursing and Midwifery, Griffith University Logan Campus, University Drive, Meadowbrook, Queensland 4131, Australia
| | - Zhen Da
- Tibet Medical University, No.36 Jiangsu Road, Lhasa, Tibetan Autonomous Region 850000, China
| | - Jiasi Yao
- School of Nursing, Hebei Medical University, No.309 Jianhua Street, Yuhua District, Shijiazhuang, Hebei Province, China
| | - Junying Li
- Handan Vocational College of Science and Technology, No.1 Fuyang Road, Jinan New District, Handan City, Hebei Province 056046, China
| | - Na Wang
- School of Nursing, Capital Medical University, No.10 Xitoutiao Road, Fengtai District, Beijing 100069, China.
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D'Orleans CC, Hechenbleikner EM, Papandria DJ, Xiao K, Patel D, Srinivasan JK, Chahine AA, Pettitt BJ, Knauer EM. The Impact of the COVID-19 Pandemic on Geographic Placement of Applicants to General Surgery Residency Programs. JOURNAL OF SURGICAL EDUCATION 2024:S1931-7204(24)00269-1. [PMID: 38910102 DOI: 10.1016/j.jsurg.2024.05.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/02/2023] [Revised: 05/15/2024] [Accepted: 05/30/2024] [Indexed: 06/25/2024]
Abstract
OBJECTIVE COVID-19 greatly influenced medical education and the residency match. As new guidelines were established to promote safety, travel was restricted, visiting rotations discontinued, and residency interviews turned virtual. The purpose of this study is to assess the geographic trends in distribution of successfully matched General Surgery applicants prior to and after the implementation of pandemic guidelines, and what we can learn from them as we move forward. DESIGN This was a retrospective review of 129 Accreditation Council for Graduate Medical Education (ACGME) accredited, academic General Surgery Residency Programs across 46 states and the District of Columbia. Categorically matched residents' medical schools (i.e., home institutions), medical school states, and medical school regions as defined per the Association of American Medical Colleges (AAMC), were compared to the same geographic datapoints as their residency program. Preliminary residents were excluded. Residents in the 2018, 2019, and 2020 cycles were sub-categorized into the "pre-COVID" group and residents in the 2021 and 2022 applications cycles were sub-categorized into the "post-COVID" group. The percentages of residents who matched at their home institution, in-state, and in-region were examined. SETTING Multiple ACGME-accredited, university-affiliated General Surgery Residency Programs across the United States of America. PARTICIPANTS A total of 4033 categorical General Surgery residents were included. RESULTS Of 4033 categorical residents who matched between 2018 and 2022, 56.1% (n = 2,263) were in the pre-COVID group and 43.9% (n = 1770) were in the post-COVID group. In the pre-COVID group 14.4% (n = 325) of residents remained in-home (IH), 24.4% (n = 553) in-state (IS), and 37.0% (n = 837) in- region (IR), compared to 18.8% IH (n = 333), 27.8% IS (n = 492), and 39.9% IR (n = 706) in the post-COVID group, respectively. Significant increases for IH and IS resident matching at 4.5% and 3.4%, respectively, were noted in the post-COVID period (p < 0.05). CONCLUSION The COVID-19 pandemic, and the ensuing changes adopted to promote safety, significantly impacted medical student opportunities and the General Surgery residency application process. General Surgery match data over the last 5 years reveals a statistically significant increase in the percentage of applicants matching at in-home and in-state institutions after the pandemic.
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Affiliation(s)
| | | | - Dominic J Papandria
- Department of Surgery, Emory University School of Medicine, Atlanta, Georgia 30322
| | - Kevin Xiao
- The Ohio State University College of Medicine, Columbus, Ohio 43210
| | - Dipan Patel
- Department of Surgery, Emory University School of Medicine, Atlanta, Georgia 30322
| | - Jahnavi K Srinivasan
- Department of Surgery, Emory University School of Medicine, Atlanta, Georgia 30322
| | - A Alfred Chahine
- Department of Surgery, Emory University School of Medicine, Atlanta, Georgia 30322
| | - Barbara J Pettitt
- Department of Surgery, Emory University School of Medicine, Atlanta, Georgia 30322
| | - Eric M Knauer
- Department of Surgery, Emory University School of Medicine, Atlanta, Georgia 30322.
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Bains M, Kaliski DZ. Assessing the benefits of an online prematriculation anatomy workshop on knowledge acquisition and anatomy competency in a Doctor of Physical Therapy program. ADVANCES IN PHYSIOLOGY EDUCATION 2024; 48:347-355. [PMID: 38625130 DOI: 10.1152/advan.00053.2023] [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: 04/07/2023] [Revised: 03/04/2024] [Accepted: 03/04/2024] [Indexed: 04/17/2024]
Abstract
Preparing students for the transition to graduate-level education with greater learning demands in a condensed time frame is a challenging process for health professions educators and incoming students. Prematriculation programs offer a solution for exposing students to the foundational sciences in preparation for the academic rigor of a doctoral program. This retrospective study assessed whether incoming students enrolled across 3 yr of a 2-day online anatomy workshop, offered in July and August before the start of their first semester resulted in improved anatomy knowledge. Whether this acquired knowledge translated to improved anatomy outcomes in the first semester of a Doctor of Physical Therapy program was also assessed, while also accounting for variables of gender, ethnicity, and grade-point average. Knowledge acquired during both days of the workshop resulted in statistically significant improvements in anatomy postquiz scores compared to the baseline prequiz (P < 0.001). Multivariate regression analyses demonstrated statistically significant relationships between the first-semester anatomy practical score and workshop participation (P = 0.04) as well as a predictive value of gender (P = 0.01). Evaluating a timing effect on the predictive value of the online anatomy workshop demonstrated statistically significant effects of the prematriculation workshop on both first-semester anatomy practicals for August (P = 0.03 for practical 1; P = 0.04 for practical 2) but not July workshop participants. Findings from this study support the utility of an online prematriculation anatomy workshop to prepare students for graduate-level anatomy learning expectations in a doctoral allied health program.NEW & NOTEWORTHY This paper presents the findings of a retrospective study examining the effectiveness of an online prematriculation anatomy workshop on knowledge acquisition and first-semester anatomy competency following the success of a previously offered peer-led onsite workshop. To our knowledge, this is the first report of an online prematriculation program that successfully introduces graduate-level learning expectations and access to anatomical resources leading to improved anatomy competency in an allied health professional program.
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Affiliation(s)
- Mona Bains
- School of Physical Therapy, The University of the Incarnate Word, San Antonio, Texas, United States
| | - Debora Z Kaliski
- School of Physical Therapy, The University of the Incarnate Word, San Antonio, Texas, United States
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Kain VJ, Dhungana R, Basnet B, Basnet LB, Budhathoki SS, Fatth W, Sherpa AJ. Stakeholders' Perspectives on the "Helping Babies Breathe" Program Situation in Nepal Following the COVID-19 Pandemic. J Perinat Neonatal Nurs 2024; 38:221-220. [PMID: 38758276 DOI: 10.1097/jpn.0000000000000778] [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] [Indexed: 05/18/2024]
Abstract
BACKGROUND The COVID-19 pandemic impacted healthcare systems, including resuscitation training programs such as Helping Babies Breathe (HBB). Nepal, a country with limited healthcare resources, faces challenges in delivering effective HBB training, managing deliveries, and providing neonatal care, particularly in remote areas. AIMS This study assessed HBB skills and knowledge postpandemic through interviews with key stakeholders in Nepal. It aimed to identify strategies, adaptations, and innovations to address training gaps and scale-up HBB. METHODS A qualitative approach was used, employing semistructured interviews about HBB program effectiveness, pandemic challenges, stakeholder engagement, and suggestions for improvement. RESULTS The study encompassed interviews with 23 participants, including HBB trainers, birth attendants, officials, and providers. Thematic analysis employed a systematic approach by deducing themes from study aims and theory. Data underwent iterative coding and refinement to synthesize content yielding following 5 themes: (1) pandemic's impact on HBB training; (2) resource accessibility for training postpandemic; (3) reviving HBB training; (4) impacts on the neonatal workforce; and (5) elements influencing HBB training progress. CONCLUSION Postpandemic, healthcare workers in Nepal encounter challenges accessing essential resources and delivering HBB training, especially in remote areas. Adequate budgeting and strong commitment from healthcare policy levels are essential to reduce neonatal mortality in the future.
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Affiliation(s)
- Victoria J Kain
- Author Affiliations: School of Nursing and Midwifery, Griffith University, Brisbane, Australia (Dr Kain); Safa Sunaulo, Nepal (Mr Dhungana); KIST Medical College and Teaching Hospital, Nepal (Ms Basnet); Curative Service Division, Department of Health Services, Nepal (Dr Basnet); Department of Primary Care and Public Health, School of Public Health, Imperial College London, United Kingdom (Dr Budhathoki); Global Engagement Institute, Berlin, Germany (Mr Fatth); and Human Rights Peace and Development Forum, Nepal (Ms Sherpa)
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Drossard S, Härtl A. Development and implementation of digital peer mentoring in small groups for first-year medical students. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc11. [PMID: 38504864 PMCID: PMC10946215 DOI: 10.3205/zma001666] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 01/08/2023] [Revised: 08/10/2023] [Accepted: 11/14/2023] [Indexed: 03/21/2024]
Abstract
Introduction Mentoring has become an important educational strategy in medical training. Peer mentoring (PM) can enhance student experience and support transition to higher education. This article documents the implementation of an online peer mentoring program for first year medical students at a newly founded medical school in Germany during the COVID-19 pandemic and its development into in-person PM. Project description We developed the program in close collaboration between students and teachers. Students were invited to apply as peer mentors via email; they received instructions and reflected on their role and experiences in meetings before, during and after the semester. One or more peer mentors were assigned randomly to a student group. We evaluated the program with an online survey inspired by the "Modified Mentorship Effectiveness Scale". After successful piloting PM was implemented into the core curriculum. Results In 2020 we assigned 17 peer mentors to 14 groups of 6-7 students. Groups met 3 or more times via Zoom®. Overall satisfaction was high. Both student groups reported benefits for their personal and professional identity formation. Atmosphere in online meetings was excellent. Most important topics were exams/learning strategies. In 2021 meetings were held in person. Overall satisfaction, perceived benefits and learning atmosphere were again rated very positively. Most students preferred many-to-many PM and random matching. Conclusion The implementation of PM was successful and beneficial for the participating students. PM can help first-year medical students reduce anxiety, improve self-organization and orientation at university. It fosters identity formation and has positive effects on peer mentees as well as on peer mentors.
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Affiliation(s)
- Sabine Drossard
- University Hospital Augsburg, Department of Pediatric Surgery, Augsburg, Germany
- University Hospital Würzburg, Department of General, Visceral, Transplant, Vascular and Pediatric Surgery, Würzburg, Germany
| | - Anja Härtl
- University of Augsburg, Medical Faculty, Medical Didactics and Educational Research, DEMEDA, Augsburg, Germany
- University Hospital Augsburg, Department of Hygiene and Environmental Medicine, Augsburg, Germany
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Wang W, Li G, Lei J. The impact of COVID-19 on medical students. GMS JOURNAL FOR MEDICAL EDUCATION 2024; 41:Doc10. [PMID: 38504857 PMCID: PMC10946210 DOI: 10.3205/zma001665] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Figures] [Subscribe] [Scholar Register] [Received: 04/21/2023] [Revised: 10/07/2023] [Accepted: 11/29/2023] [Indexed: 03/21/2024]
Abstract
Objective The outbreak of COVID-19 has disrupted social order and placed a heavy burden on the healthcare system. The pandemic also has an unprecedented impact on medical students. Methods We searched PubMed for articles related to COVID-19 and medical students from January 2020 to December 2022. A total of 5358 studies were retrieved and after screening, 176 studies were finally included in this review. Results The impact of COVID-19 on medical students is widespread and profound. First reflected in the transformation of educational models. In the early days, education model quickly shifted from offline to online. In terms of clinical exposure, most students have been suspended from internships, while in some areas with staff shortages they have the opportunity to continue clinical work. Scientific research of medical students is also difficult to carry out due to COVID-19. The epidemic has also seriously damaged students' mental health, and this impact won't simply disappear with the improvement of the epidemic situation. The career intentions of medical students may also become firmer or change due to COVID-19. International medical electives have also been negatively affected by COVID-19 due to travel restriction. Even in the postpandemic era, with the gradual resumption of work, production and school, medical students are still affected in some ways by COVID-19. Conclusion The COVID-19 pandemic has had a profound impact on both the education of medical students and their personal development. Through COVID-19, we should reflect on what models of medical education should be developed in the future. Based on the experiences learned from COVID-19, we believe that a more flexible blended education model may be the most promising.
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Affiliation(s)
- Wenwen Wang
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Genpeng Li
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
| | - Jianyong Lei
- Division of Thyroid Surgery, Department of General Surgery, West China Hospital, Sichuan University, Chengdu, China
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Iyer P, Mok V, Sehmbi AS, Kessaris N, Zakri R, Dasgupta P, Chandak P. Online versus in-person surgical near-peer teaching in undergraduate medical education during the COVID-19 pandemic: A mixed-methods study. Health Sci Rep 2024; 7:e1889. [PMID: 38357488 PMCID: PMC10864811 DOI: 10.1002/hsr2.1889] [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: 09/17/2023] [Revised: 12/03/2023] [Accepted: 01/15/2024] [Indexed: 02/16/2024] Open
Abstract
Background and Aims The coronavirus disease 2019 (COVID-19) pandemic stimulated a paradigm shift in medical and surgical education from in-person teaching to online teaching. It is unclear whether an in-person or online approach to surgical teaching for medical students is superior. We aim to compare the outcomes of in-person versus online surgical teaching in generating interest in and improving knowledge of surgery in medical students. We also aim the quantify the impact of a peer-run surgical teaching course. Methods A six-session course was developed by medical students and covered various introductory surgical topics. The first iteration was offered online to 70 UK medical students in March 2021, and the second iteration was in-person for 20 students in November 2021. Objective and subjective knowledge was assessed through questionnaires before and after each session, and also for the entire course. Data were analyzed from this mixed-methods study to compare the impact of online versus in-person teaching on surgical knowledge and engagement. Results Students in both iterations showed significant improvement of 33%-282% across the six sessions in knowledge and confidence after completing the course (p < 0.001). There was no significant difference in the level of objective knowledge, enjoyment, or organization of the course between online and in-person groups, although the in-person course was rated as more engaging (mean Likert score 9.1 vs. 9.7, p = 0.033). Discussion Similar objective and subjective surgical teaching outcomes were achieved in both iterations, including in "hands-on" topics such as suturing, gowning, and gloving. Students who completed the online course did not have any lower knowledge or confidence in their surgical skills; however, the in-person course was reported to be more engaging. Surgical teaching online and in-person may be similarly effective and can be delivered according to what is most convenient for the circumstances, such as in COVID-19.
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Affiliation(s)
- Priyanka Iyer
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
| | - Valerie Mok
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
- Faculty of MedicineUniversity of British ColumbiaVancouverBritish ColumbiaCanada
| | | | - Nicos Kessaris
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
- Department and Stem Cell and Regenerative Medicine, Centre for Developmental Biology & CancerUniversity College London and Great Ormond Street Institute of Child HealthLondonUK
| | - Rhana Zakri
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
| | - Prokar Dasgupta
- MRC Centre for Transplantation, Guy's HospitalKing's College LondonLondonUK
| | - Pankaj Chandak
- Faculty of Life Sciences and MedicineKing's College LondonLondonUK
- The Royal London HospitalBarts Health NHS TrustLondonUK
- Department of Inflammation Biology, School of Immunology and Microbial Sciences, King's College LondonCentre for Nephrology, Urology and TransplantationLondonUK
- Department and Stem Cell and Regenerative Medicine, Centre for Developmental Biology & CancerUniversity College London and Great Ormond Street Institute of Child HealthLondonUK
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Xie Y, Seth I, Hunter-Smith DJ, Rozen WM, Seifman MA. Investigating the impact of innovative AI chatbot on post-pandemic medical education and clinical assistance: a comprehensive analysis. ANZ J Surg 2024; 94:68-77. [PMID: 37602755 DOI: 10.1111/ans.18666] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/24/2023] [Revised: 08/04/2023] [Accepted: 08/07/2023] [Indexed: 08/22/2023]
Abstract
BACKGROUND The COVID-19 pandemic has significantly disrupted clinical experience and exposure of medical students and junior doctors. Artificial Intelligence (AI) integration in medical education has the potential to enhance learning and improve patient care. This study aimed to evaluate the effectiveness of three popular large language models (LLMs) in serving as clinical decision-making support tools for junior doctors. METHODS A series of increasingly complex clinical scenarios were presented to ChatGPT, Google's Bard and Bing's AI. Their responses were evaluated against standard guidelines, and for reliability by the Flesch Reading Ease Score, Flesch-Kincaid Grade Level, the Coleman-Liau Index, and the modified DISCERN score for assessing suitability. Lastly, the LLMs outputs were assessed by using the Likert scale for accuracy, informativeness, and accessibility by three experienced specialists. RESULTS In terms of readability and reliability, ChatGPT stood out among the three LLMs, recording the highest scores in Flesch Reading Ease (31.2 ± 3.5), Flesch-Kincaid Grade Level (13.5 ± 0.7), Coleman-Lau Index (13) and DISCERN (62 ± 4.4). These results suggest statistically significant superior comprehensibility and alignment with clinical guidelines in the medical advice given by ChatGPT. Bard followed closely behind, with BingAI trailing in all categories. The only non-significant statistical differences (P > 0.05) were found between ChatGPT and Bard's readability indices, and between the Flesch Reading Ease scores of ChatGPT/Bard and BingAI. CONCLUSION This study demonstrates the potential utility of LLMs in fostering self-directed and personalized learning, as well as bolstering clinical decision-making support for junior doctors. However further development is needed for its integration into education.
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Affiliation(s)
- Yi Xie
- Department of Surgery, Peninsula Health, Melbourne, Victoria, Australia
| | - Ishith Seth
- Department of Surgery, Peninsula Health, Melbourne, Victoria, Australia
- Faculty of Science, Medicine, and Health, Monash University, Melbourne, Victoria, Australia
| | - David J Hunter-Smith
- Department of Surgery, Peninsula Health, Melbourne, Victoria, Australia
- Faculty of Science, Medicine, and Health, Monash University, Melbourne, Victoria, Australia
| | - Warren M Rozen
- Department of Surgery, Peninsula Health, Melbourne, Victoria, Australia
- Faculty of Science, Medicine, and Health, Monash University, Melbourne, Victoria, Australia
| | - Marc A Seifman
- Department of Surgery, Peninsula Health, Melbourne, Victoria, Australia
- Faculty of Science, Medicine, and Health, Monash University, Melbourne, Victoria, Australia
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11
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Huang W, Wen X, Li Y, Luo C. Association of perceived stress and sleep quality among medical students: the mediating role of anxiety and depression symptoms during COVID-19. Front Psychiatry 2024; 15:1272486. [PMID: 38304285 PMCID: PMC10830648 DOI: 10.3389/fpsyt.2024.1272486] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/04/2023] [Accepted: 01/02/2024] [Indexed: 02/03/2024] Open
Abstract
COVID-19 has intensified the influence on medical students by changing the lifestyle, online study and clinical practice which bring out series of stress, sleep disturbance and mental health problems. This cross-sectional study aim to explore the association between perceived stress and sleep quality among medical students and investigated whether anxiety and depression mediated this association during pandemic. A total of 1,021 medical students in two universities who were from Guangdong Province, China participated this study and from January to September 2020 through the online question are, with 28.80% reporting sleep disturbances. The medical students were finished various self-reported questionnaires, including the Perceived Stress Scale-10, Pittsburgh Sleep Quality Index, Generalized Anxiety Disorder-7 Scale, and Patient Health Questionnaire-9, the study found positive correlations among sleep quality, perceived stress, anxiety, and depression. The data was analyzed with The Amos 26.0 system. Result demonstrated that perceived stress was associated with poor sleep quality. Anxiety and depression partially mediated the association between perceived stress and poor sleep quality, explaining 73.08% of the association. This study's structural equation model offers a useful framework for assessing mechanisms mediating associations between perceived stress and sleep quality. The findings emphases the importance of addressing psychological factors in high-pressure situations, which can exacerbate sleep disturbances among medical students. It is important to screen the level of stress, mental health problems and investigate the risk factors of sleep quality among medical students during emergency public health events.
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Affiliation(s)
- Wanmin Huang
- Guangzhou Panyu Central Hospital, Guangzhou, China
- School of Nursing, Jinan University, Guangzhou, China
| | - Xueke Wen
- School of Nursing, Jinan University, Guangzhou, China
| | - Yunjia Li
- School of Nursing, Jinan University, Guangzhou, China
| | - Chunliu Luo
- Medical Imaging Center, The First Affiliated Hospital, Jinan University, Guangzhou, Guandong, China
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12
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Stevens N. Thinking of Learning Communities? Here Are Some of the Ways They May Benefit Your Medical Students. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205231223303. [PMID: 38204975 PMCID: PMC10775716 DOI: 10.1177/23821205231223303] [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: 10/24/2023] [Accepted: 12/07/2023] [Indexed: 01/12/2024]
Abstract
Learning communities are designed to bring together students, faculty, and potentially other healthcare professionals, to learn with and from each other formally in teaching activities but also in the social domain. In recent years, learning communities have gained some recognition as an effective educational strategy but their use is still not widely seen in all medical schools. Numerous benefits of learning communities have been reported and these include improved academic performance, enhanced critical thinking and problem-solving abilities, increased student confidence, and improved communication skills. Learning communities also provide opportunities for personal growth, mentorship, and self-reflection, all of which contribute to a students' professional development.
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Affiliation(s)
- Niall Stevens
- Department of Clinical Microbiology, RCSI Education & Research Centre, Beaumont Hospital, Dublin, Ireland
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13
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Tirupakuzhi Vijayaraghavan BK, Ranganathan L, Venkataraman R, Ramasubramanian V, Ramanathan Y, Devi Sanmarkan A, Kartik P, Arthur M, SR R, Murali S, Ramakrishnan N. Improving Antimicrobial Resistance Awareness Among Medical Students in India: The Sensitization of Medical Students on Antimicrobial Resistance (SOS-AMR) Study. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2024; 11:23821205241239842. [PMID: 38532856 PMCID: PMC10964439 DOI: 10.1177/23821205241239842] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 09/20/2023] [Accepted: 02/29/2024] [Indexed: 03/28/2024]
Abstract
OBJECTIVES To evaluate the impact of an online educational intervention on improving knowledge of antimicrobial resistance (AMR) and stewardship among final-year medical students in Chennai, India. METHODS This was a prospective 'before-after' study conducted across 5 medical colleges in Chennai, India. Participants who were final-year (fourth year) undergraduate medical students were administered a pretest to evaluate baseline knowledge. Students were then provided access to online educational material comprising 20 short lectures. Lectures were delivered by content experts and covered a range of topics which included basics of microbiology, fundamental concepts in AMR and stewardship, diagnosis and management of common infections, basics of antimicrobial pharmacokinetics and pharmacodynamics, and vaccination. Students were required to take a posttest at the end of these modules. Primary outcome was improvement in test scores from pretest baseline which was analyzed using a t test. A 30% improvement in the mean scores from baseline was predefined as a measure of success. RESULTS A total of 599 students participated from 5 medical colleges among whom 339 (56.6%) were female participants; 542 (90.4%) students completed the posttest. Mean pretest score was 11.6 (maximum possible score of 25) (SD: 4.3) and the mean posttest score was 14.0 (SD: 4.6). Comparing pre and posttest scores, there was an improvement of 2.4 marks (20%) from the baseline (95% confidence interval: 1.9, 2.9) (P < .001). Improvement in scores was similar for male and female participants. CONCLUSIONS In this before-after study evaluating the impact of an educational intervention on AMR among final-year medical students, there was an improvement in knowledge; however, the extent of improvement did not meet the predefined metric of success.
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Affiliation(s)
| | - Lakshmi Ranganathan
- Department of Critical Care Medicine, Apollo Hospitals, India
- Chennai Critical Care Consultants, India
| | - Ramesh Venkataraman
- Department of Critical Care Medicine, Apollo Hospitals, India
- Chennai Critical Care Consultants, India
- TACT Academy for Clinical Training, India
| | | | | | | | - Prasanna Kartik
- Department of General Medicine, Saveetha Medical College and Hospital, India
| | - Manisha Arthur
- Department of General Medicine, Sri Ramachandra Institute of Higher Education and Research, India
| | - Ramakrishnan SR
- Department of General Medicine, Sri Ramachandra Institute of Higher Education and Research, India
| | | | - Nagarajan Ramakrishnan
- Department of Critical Care Medicine, Apollo Hospitals, India
- Chennai Critical Care Consultants, India
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14
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Armitage RC. Conflict and natural disaster: the impacts on medical education in Ukraine and Türkiye. Postgrad Med J 2023; 100:63-64. [PMID: 37302080 DOI: 10.1093/postmj/qgad040] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/28/2023] [Revised: 04/19/2023] [Accepted: 04/28/2023] [Indexed: 06/13/2023]
Abstract
In addition to causing enormous and enduring harms to the health of populations, the Russian invasion of Ukraine and the recent earthquakes in southeast Türkiye have greatly damaged the institutions of medical education at work in these countries. This paper explores these harms and encourages medical educationalists in unaffected countries to reflect on the virtues of their own educational institutions.
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Affiliation(s)
- Richard C Armitage
- Academic Unit of Population and Lifespan Sciences, School of Medicine, University of Nottingham, Nottingham, NG5 1PB, United Kingdom
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15
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Varachotisate P, Siritaweechai N, Kositanurit W, Thanprasertsuk S, Chayanupatkul M, Thongsricome T, Bumphenkiatikul T, Chuleerarux N, Watanatada P, Werawatganon D, Somboonwong J, Siriviriyakul P, Sanguanrungsirikul S, Bongsebandhu-Phubhakdi S, Ratanasirisawad V, Jaroenlapnopparat A, Burana C, Somsirivattana P, Kulaputana O, Kaikaew K. Student academic performance in non-lecture physiology topics following the abrupt change from traditional on-site teaching to online teaching during COVID-19 pandemic. MEDICAL EDUCATION ONLINE 2023; 28:2149292. [PMID: 36419226 PMCID: PMC9704068 DOI: 10.1080/10872981.2022.2149292] [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: 06/06/2022] [Revised: 11/14/2022] [Accepted: 11/16/2022] [Indexed: 06/16/2023]
Abstract
BACKGROUND During the COVID-19 pandemic, pre-clerkship medical education, including all physiology classes, was obliged to change to online teaching due to limitations of on-site (face-to-face) classes. However, the effectiveness of online teaching in non-lecture physiology topics during the COVID-19 pandemic has not been thoroughly investigated. METHOD We conducted a prospective study to evaluate the students' academic achievement and opinions on online teaching during the COVID-19 academic year. Academic achievement of 312 students in the COVID-19 year was compared with that of 299 students in the pre-COVID-19 year. Student opinions regarding social interactions and the preferred learning method were also collected. RESULTS We found that student academic achievement in the non-lecture physiology topics, assessed by summative scores, was 4.80±0.92 percent higher in the pre-COVID-19 year than in the COVID-19 year (P < 0.01, Cohen's d = 0.42). Students rated that online classes tended to reduce their interactions with peers and teachers; however, students preferred online learning over traditional on-site learning. CONCLUSIONS This study pointed out that students' academic performance related to the physiology topics taught by online non-lecture methods during the COVID-19 pandemic was lower than their performance when the topics were taught by the traditional (on-site) methods, although students reported that they preferred the online teaching. Hence, we suggest that medical teachers should deliberately plan and utilise a variety of tools and techniques when developing online non-lecture classes to preserve the interactivity of the classes, which might overcome this gap in students' academic performance.
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Affiliation(s)
- Pachara Varachotisate
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Natakorn Siritaweechai
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Weerapat Kositanurit
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Sekh Thanprasertsuk
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Maneerat Chayanupatkul
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Thana Thongsricome
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | | | - Nipat Chuleerarux
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Pasakorn Watanatada
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Duangporn Werawatganon
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Juraiporn Somboonwong
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Prasong Siriviriyakul
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | | | | | - Varis Ratanasirisawad
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | | | - Chuti Burana
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | | | - Onanong Kulaputana
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
| | - Kasiphak Kaikaew
- Department of Physiology, Faculty of Medicine, Chulalongkorn University, Bangkok, Thailand
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16
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Stuempfig ND, Cueva J, MacConaghy L, Alexeeva M, Moffet P. Are First-Year Emergency Medicine Residents Still Behind on Level 1 Care-Based Milestones? Cureus 2023; 15:e49842. [PMID: 38164295 PMCID: PMC10758298 DOI: 10.7759/cureus.49842] [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: 12/02/2023] [Indexed: 01/03/2024] Open
Abstract
Background The Accreditation Council for Graduate Medical Education defines Level 1 as "the resident demonstrates milestones expected of an incoming resident," yet a previous study of emergency medicine (EM) interns showed most were not meeting Level 1 milestones. In addition, previous research indicates that residents often provide more favorable self-assessments when compared to faculty assessments. Our study, performed in July 2022, aims to determine whether incoming EM residents remain behind on Level 1 care-based milestones and if resident self-assessments are consistent with faculty assessments. Methodology This is an observational study involving five distinct EM residency programs. Incoming interns were directly assessed by faculty for behaviors associated with the care-based milestones for EM using a standardized survey. Interns were asked to complete this same survey regarding their own performance. Results Faculty completed a total of 101 assessments on 49 residents. Of the 49 residents, 39 completed self-evaluations (80%). Achievement of Level 1 ranged from 25% to 82%. Residents had significantly higher self-assessments than faculty assessments on PC-1, PC-5a, and PC-6a. Faculty assessments were significantly higher than resident self-assessments on PC-6b. Conclusions Greater than 75% of incoming interns were able to meet Level 1 milestones in three of seven care-based milestones. However, there is a generalized trend toward overall improvement when compared to previous studies. Residents continue to demonstrate higher self-assessments than faculty in three separate care-based milestones and faculty rated residents significantly higher in one care-based milestone. This is consistent with previous studies.
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Affiliation(s)
| | - Julie Cueva
- Emergency Medicine, Maimonides Medical Center, Brooklyn, USA
| | | | | | - Peter Moffet
- Emergency Medicine, Virginia Commonwealth University, Richmond, USA
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17
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Duzan D, Fong K, Freeman VS, Goodyear N, Nadder TS, Spiczka A, Taff T, Tanabe P. Impact of COVID-19 pandemic on accredited programs and graduates who sat for the American Society for Clinical Pathology-Board of Certification Examination: program directors' perspective. Lab Med 2023; 54:e207-e214. [PMID: 37738607 DOI: 10.1093/labmed/lmad082] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 09/24/2023] Open
Abstract
OBJECTIVE Health professions education programs were severely affected by the COVID-19 pandemic at clinical and didactic training levels. The purpose for this American Society for Clinical Pathology-Board of Certification (BOC) study was to determine the impact of the COVID-19 pandemic on the graduates who sat for BOC certification in their respective professional disciplines from the perspective of program directors (PDs). A separate article will be published on the graduates' perspective. METHODS A survey was sent to all PDs from the National Accrediting Agency for Clinical Laboratory Science, Accrediting Bureau of Health Education Schools, and Commission on Accreditation of Allied Health Education Programs, accredited programs whose graduates are certified by the BOC, to determine the impact of COVID-19 on healthcare graduates and education programs during the pandemic. RESULTS A total of 201 PDs responded. All programs consistently reported that the pandemic had a negative impact on their students' BOC pass rate and scores. When asked what educational formats were used, all groups used virtual live lectures and recorded lectures. University programs were found to use more online student laboratories and simulation laboratory sessions than the hospital programs, affecting the psychomotor skills of their students. CONCLUSION The results indicated that the effects from the COVID-19 pandemic were related to the inherent differences between hospital and university programs. This study revealed that the pandemic affected university programs more than hospital programs.
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Affiliation(s)
- Dana Duzan
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
| | - Karen Fong
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
| | - Vicki S Freeman
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
- University of Texas Medical Branch Department of Clinical Laboratory Sciences, Galveston, TX, US
| | - Nancy Goodyear
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
- University of Massachusetts Lowell Department of Biomedical and Nutritional Sciences, Lowell, MA, USA
| | - Teresa S Nadder
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
- Virginia Commonwealth University Department of Medical Laboratory Sciences, Richmond, VA, US
| | - Amy Spiczka
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
| | - Teresa Taff
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
- Mercy Hospital St. Louis School of Clinical Laboratory Science, Aurora, MO, US
| | - Patricia Tanabe
- American Society for Clinical Pathology Board of Certification, Chicago, IL, US
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18
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Weaver L, Pavlova A, Lunden M, Brunsvold ME, Kendrick D. Are COVID-Era General Surgery Interns Starting Residency Behind on Basic Surgical Skills? JOURNAL OF SURGICAL EDUCATION 2023; 80:1567-1573. [PMID: 37563000 DOI: 10.1016/j.jsurg.2023.07.010] [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: 02/25/2023] [Revised: 05/30/2023] [Accepted: 07/08/2023] [Indexed: 08/12/2023]
Abstract
OBJECTIVE To compare incoming general surgery interns' performance on a basic skills assessment before and after the COVID pandemic. DESIGN A retrospective cohort study compared surgical skill performances of incoming general surgery interns. Each underwent an evidence-based standardized assessment (pretest) with 12-basic surgical knot tying and suturing tasks. A post-test was administered after a 3-month self-directed skills curriculum. Student's t-tests compared proficiency scores from pre-COVID vs. COVID-era general surgery interns before and after curriculum completion. p < 0.05 was significant. SETTING Data was collected from surgical residents in an academic general surgery program in the United States. PARTICIPANTS General surgery interns from 2017 to 2019 (pre-COVID) and 2021 to 2022 (COVID-era) were included. Interns with missing data or extreme outliers were excluded. A total of 100 interns in general surgery were included in the pretest cohort (59 pre-COVID, 41 COVID-era) and 101 interns were in the post-test cohort (66 pre-COVID, 35 COVID-era). RESULTS COVID-era interns scored significantly lower on the pretest compared to pre-COVID interns (COVID-era 721.9+/-268.8 vs. pre-COVID 935.9+/- 228.0, p < 0.001). After the skills curriculum both cohorts improved their proficiency scores. However COVID-era interns still scored significantly lower (COVID-era 1255.0+/-166.3 vs. pre-COVID 1369.8+/-165.6, p = 0.001). CONCLUSIONS This analysis objectively described deficits in fundamental surgical skills for incoming interns whose medical school education was disrupted by the COVID-19 pandemic. A targeted surgical skills curriculum partially remediated these deficiencies. However, many surgical interns may need additional intervention and potentially more time in order to fully develop their surgical skills and meet the competency requirements required for advancement.
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Affiliation(s)
- Lauren Weaver
- Department of Surgery, University of Minnesota Medical School, Minneapolis, Minnesota.
| | - Anna Pavlova
- Department of Surgery, University of Minnesota, Minneapolis, Minnesota
| | - Michelle Lunden
- Department of Surgery, University of Minnesota Medical School, Minneapolis, Minnesota
| | - Melissa E Brunsvold
- Department of Surgery, University of Minnesota Medical School, Minneapolis, Minnesota; Department of Surgery, University of Minnesota, Minneapolis, Minnesota
| | - Daniel Kendrick
- Department of Surgery, University of Minnesota Medical School, Minneapolis, Minnesota; Department of Surgery, University of Minnesota, Minneapolis, Minnesota
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Singla R, Chatterjee P, Mithra P. Impact of COVID-19 on Academic and Psychological Aspects in Students of Medicine: A Cross-Sectional Study. Cureus 2023; 15:e48259. [PMID: 38054153 PMCID: PMC10694999 DOI: 10.7759/cureus.48259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 11/04/2023] [Indexed: 12/07/2023] Open
Abstract
Background The COVID-19 pandemic has caused a devastating disruption in medical education worldwide. The influence on training, mainly for undergraduate MBBS pupils, has been noteworthy, especially the significant and unexpected shift to online learning. Materials and methods We performed a two-month, cross-sectional study from June to August 2022 at Kasturba Medical College in Mangalore, India. The study participants were second- and third-year MBBS students at Kasturba Medical College. The sample size was 319. We collected data using a pre-structured, validated, printed questionnaire, then coded and entered the data into SPSS Statistics for Windows, version 25.0, for interpretation. Results A total of 319 people took part in the study. Of these, 60.2% were females, 39.4% were males, 71.8% were from the batch of 2019-2020, and the remaining 28.2% were from the batch of 2018-2019. Among the participants, 90 students suffered from COVID-19, including 72.7% (n = 65) from the second year. Twenty-four percent of the population did not contract COVID-19, including 88 from the second year. A total of 153 participants were unsure whether they were infected with COVID-19, including 57.5% from the second year and 42.5% from the third year. The study group's p-value of <0.0001 is statistically significant. On multivariate analysis, 54.5% of the study participants said the pandemic caused a significant disruption to their medical education. A majority of students (51.7%) agreed that the pandemic hampered practical/clinical work; 42.9% of participants somewhat disagreed that the pandemic hampered their interest in pursuing medical education in the future; and 21.9% of students said the pandemic hindered their interest in further studying medicine. Regardless of gender, a majority of the participants (78.1%) felt that online education negatively affected their time management skills and ability to cover the syllabus. Nearly half (46.4%) reported proficiency in using electronic devices. The medical students encountered multiple challenges: approximately 88% indicated that anxiety over the possibility of contracting the disease led to changes in personal behavior and interactions with family and friends. The study also revealed that 71% exhibited anxiety traits, and 11% displayed depressive symptoms, which may have been pre-existing. Furthermore, 77.1% of the participants experienced poor sleep quality, which, according to another study, is a significant predictor of depression and anxiety during COVID-19. Our findings show a significant correlation between undergoing COVID-19 testing and increased anxiety and stress levels among students, most of whom were infected during the pandemic's second wave in India. Conclusion The study has shed light on the effect of the COVID-19 pandemic on MBBS scholars and the students' reactions to this unparalleled situation. This aligns with Sustainable Development Goal 3, which focuses on "good health and well-being." The medical community has been significantly impacted by the pandemic due to its frontline position, and medical students' struggles to thrive academically. The knowledge gained from this study will assist facilitators and students of the medical fraternity in carrying out effective teaching modalities during this pandemic and any future outbreaks.
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Affiliation(s)
- Riya Singla
- Medicine and Surgery, Kasturba Medical College of Mangalore, Mangalore, IND
| | | | - Prasanna Mithra
- Community Medicine, Kasturba Medical College of Mangalore, Mangalore, IND
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Jahani MA, Ghanavatizadeh A, Delavari S, Abbasi M, Nikbakht HA, Farhadi Z, Darzi A, Mahmoudi G. Strengthening E-learning strategies for active learning in crisis situations: a mixed-method study in the COVID-19 pandemic. BMC MEDICAL EDUCATION 2023; 23:754. [PMID: 37821892 PMCID: PMC10568816 DOI: 10.1186/s12909-023-04725-z] [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: 08/01/2023] [Accepted: 09/25/2023] [Indexed: 10/13/2023]
Abstract
BACKGROUND Medical universities are responsible for educating and training healthcare workers. One of the fields significantly impacted by the pandemic is medical education. The aim of this study is to identify strategies for enhancing e-learning for active learning and finding solutions for improving its quality. METHODS This mixed-method (quantitative-qualitative) research was conducted in 2023 at three selected universities in Mazandaran Province. In the quantitative phase, 507 students participated via stratified random sampling using a standard questionnaire. In the qualitative phase, data were collected through semi-structured interviews with 16 experts until data saturation was achieved. SPSS 21 and MAXQDA 10 software were used for data analysis. RESULTS In the multivariate regression analysis, an increase of one point in the dimensions of student-teacher interaction, active time, immediate feedback, and active learning corresponded to an average increase in learning scores of 0.11, 0.17, 0.16, and 1.42 respectively (p≤0.001). After the final analysis in the qualitative phase, four main domains (infrastructure, resources, quantity of education, and quality of education) and 16 sub-domains with 84 items were identified. CONCLUSIONS The greatest challenge in e-learning is the interaction and cooperation between students and teachers. The implementation of the identified strategies in this research could provide useful evidence for policymakers and educational administrators to implement interventions aimed at addressing deficiencies and enhancing e-learning.
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Affiliation(s)
- Mohammad-Ali Jahani
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Aram Ghanavatizadeh
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran
| | - Sahar Delavari
- Institute for the Developing Mind, Children's Hospital Los Angeles, Keck School of Medicine, University of Southern California, Los Angeles, CA, USA
| | - Mahdi Abbasi
- Department of Health Economics and Management, School of Public Health, Tehran University of Medical Sciences, Tehran, Iran
| | - Hossein-Ali Nikbakht
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | - Zeynab Farhadi
- Social Determinants of Health Research Center, Health Research Institute, Babol University of Medical Sciences, Babol, Iran
| | | | - Ghahraman Mahmoudi
- Hospital Administration Research Center, Sari Branch, Islamic Azad University, Sari, Iran.
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Rhodin KE, Leraas H, Nash AL, Gao Q, Anwar IJ, Kang L, Ladowski JM, Tracy E, Migaly J, Vatsaas CJ. Revisiting Medical Student Expectations on the Surgery Clerkship. JOURNAL OF SURGICAL EDUCATION 2023; 80:1358-1361. [PMID: 37507298 DOI: 10.1016/j.jsurg.2023.07.002] [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: 05/02/2023] [Revised: 06/11/2023] [Accepted: 07/05/2023] [Indexed: 07/30/2023]
Abstract
OBJECTIVE Medical students frequently report ambiguity of expectations in their feedback of the surgery clerkship. Herein, we aimed to gauge general surgery resident and attending expectations of students on their clerkship. DESIGN Residents and attending surgeons were surveyed on medical student expectations for rounding and floor duties, the operating room, clinic, and professionalism. RESULTS There were slight differences in expectations between residents and attendings, which were then utilized to facilitate a discussion to create consensus expectations for students. Early outcomes demonstrate improved understanding of expectations by medical students. CONCLUSION Identifying differences in resident and attending expectations of medical students on their surgery clerkship can help improve the alignment of such expectations. We hope that longterm, this intervention can facilitate a better learning environment for medical students on their surgery clerkship.
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Affiliation(s)
| | - Harold Leraas
- Department of Surgery, Duke University, Durham, North Carolina
| | - Amanda L Nash
- Department of Surgery, Duke University, Durham, North Carolina
| | - Qimeng Gao
- Department of Surgery, Duke University, Durham, North Carolina
| | - Imran J Anwar
- Department of Surgery, Duke University, Durham, North Carolina
| | - Lillian Kang
- Department of Surgery, Duke University, Durham, North Carolina
| | | | - Elisabeth Tracy
- Department of Surgery, Duke University, Durham, North Carolina
| | - John Migaly
- Department of Surgery, Duke University, Durham, North Carolina
| | - Cory J Vatsaas
- Department of Surgery, Duke University, Durham, North Carolina
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22
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Thareja SK, Laridaen J, Puls I, O’Connor C, Jovaag S, Ringler T, McBride M, Berger B. Harnessing Patient Life Stories to Engage Medical Trainees in Strengthening Veteran-Provider Relationships. MEDICAL SCIENCE EDUCATOR 2023; 33:1155-1163. [PMID: 37886297 PMCID: PMC10597917 DOI: 10.1007/s40670-023-01854-4] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 08/10/2023] [Indexed: 10/28/2023]
Abstract
Introduction Medical trainees do not have many opportunities to develop communication skills with patients. We established the voluntary "My Life, My Story" (MLMS) program at the Clement J. Zablocki VAMC in Milwaukee, WI, to determine if this pilot narrative medicine program enhanced trainee interpersonal skills and improved patient-centered care. Methods Trainees at the Medical College of Wisconsin conducted in-person or virtual interviews of Veterans receiving care at the Milwaukee VAMC about their meaningful life experiences. Post-interview, trainees wrote a short first-person narrative in the Veteran's voice, which, after the Veteran's approval, was added to the electronic medical record and made available to the patient's care team. Trainees, Veterans, and health professionals completed post-interview surveys, from which we conducted descriptive statistics and qualitatively analyzed the text-based feedback. Results Between 2020 and 2021, 24 medical trainees participated in our pilot implementation of the MLMS program, conducting a total of 32 interviews. All trainees reported a meaningful personal impact and found the pilot to be "valuable" and "rewarding." Both trainees and health professionals believed that the MLMS program improved "rapport building" with Veterans. Nearly all Veterans (n = 25, 93%) believed that their medical care team would be able to provide better care after reading their life story. Conclusions Narrative medicine initiatives like the MLMS program may enable value-added education for trainees. Future research will allow us to better understand and maximize specific educational gains, while further enhancing patient care. Supplementary Information The online version contains supplementary material available at 10.1007/s40670-023-01854-4.
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Affiliation(s)
| | | | | | | | - Seth Jovaag
- William S. Middleton Memorial Veterans Hospital, Madison, WI USA
| | - Thor Ringler
- William S. Middleton Memorial Veterans Hospital, Madison, WI USA
| | - Michael McBride
- Medical College of Wisconsin, Milwaukee, WI USA
- Clement J. Zablocki Milwaukee VA Medical Center, Milwaukee, WI USA
| | - Bertrand Berger
- Medical College of Wisconsin, Milwaukee, WI USA
- Clement J. Zablocki Milwaukee VA Medical Center, Milwaukee, WI USA
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23
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Chan JEZ, Hakendorf P, Thomas JS. Key aspects of teaching that affect perceived preparedness of medical students for transition to work: insights from the COVID-19 pandemic. Intern Med J 2023; 53:1321-1331. [PMID: 37255312 DOI: 10.1111/imj.16146] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/02/2023] [Accepted: 05/15/2023] [Indexed: 06/01/2023]
Abstract
BACKGROUND The self-perceived preparedness of medical students to transition into practising junior doctors has implications for patient safety, graduate well-being and development of professional identity. AIMS To examine the impact of changes to final-year education and placements and determine key elements that contribute to self-perceived preparedness for transition to work. METHODS An online survey among final-year medical students at one Australian medical school in 2020 (the cohort most affected by the coronarvirus disease 2019 [COVID-19] pandemic), exploring overall self-perceived preparedness and specific competencies, including questions in previous Australian Medical Council/Medical Board of Australia annual national surveys. Quantitative and qualitative content analyses were performed. RESULTS Thirty-three percent of eligible participants completed the survey. There was a significant decline in overall self-perceived preparedness among participants (mean preparedness, 3.55 ± 0.88) compared with 2019 graduates from the same medical school (mean preparedness, 4.28 ± 0.64, P < 0.001) and the national average (mean preparedness, 3.81 ± 0.93, P = 0.04). There was a decline in self-perceived preparedness for all specific competencies, with complex competencies more greatly affected. Qualitative content analysis of free text responses identified limitations of an online compared with a face-to-face formal education program and specific aspects of placements, which contribute to perceived preparedness. CONCLUSION The current study highlights key aspects of clinical placements and formal teaching programs that contribute to perceptions of preparedness for transition to clinical practice. Relevant experiential learning in the clinical setting, opportunities for deliberate practice of necessary skills (in simulation and the clinical setting) and reflective opportunities from formal teaching programs contribute to perceived preparedness and are important elements to be included in the final phase of any medical program.
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Affiliation(s)
- Joel Ern Zher Chan
- Adelaide Medical School, The University of Adelaide, Adelaide, South Australia, Australia
- Central Adelaide Local Health Network, SA Health, Adelaide, South Australia, Australia
| | - Paul Hakendorf
- Clinical Epidemiology Services, Flinders Medical Centre, Bedford Park, South Australia, Australia
- College of Medicine and Public Health, Flinders University, Bedford Park, South Australia, Australia
| | - Josephine Suzanne Thomas
- Adelaide Medical School, The University of Adelaide, Adelaide, South Australia, Australia
- Central Adelaide Local Health Network, SA Health, Adelaide, South Australia, Australia
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24
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Vaca-Cartagena BF, Quishpe-Narváez E, Cartagena Ulloa H, Estévez-Chávez JP. Differences in medical education before, during, and in the post-peak period of the COVID-19 pandemic-exploring senior medical students' attitudes. BMC MEDICAL EDUCATION 2023; 23:506. [PMID: 37443057 DOI: 10.1186/s12909-023-04489-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/23/2022] [Accepted: 06/30/2023] [Indexed: 07/15/2023]
Abstract
BACKGROUND The burden that COVID-19 has brought to the economy, healthcare systems, and education is unmatched. Public health and social measures were implemented to halt transmission. Thus, social gathering and in-person learning, core aspects of medical education, were interrupted. Studies have documented the detrimental impact students graduating during the pandemic have had on their confidence and skills. However, data comparing pre-pandemic, pandemic, and post-peak students still lack. This study aimed to identify senior medical students' attitudes regarding their education and compare them according to the three previously described periods. METHODS In this cross-sectional study, the survey employed was designed based on a previous questionnaire and applied to senior medical students before graduating between January 2018 and June 2022. Answers were collected using a three-point Likert scale and Yes/No questions. Associations between variables were examined using Chi-squared, Fisher's Exact tests, and ANOVA, employing logistic regression to calculate odds ratio (OR) when appropriate. RESULTS A total of 679 responses were analyzed. Most students (59%) were women. Up to 383, 241, and 55 senior medical students answered the survey before, during, and in the post-peak period of the COVID-19 pandemic, respectively. There was a staggering decrease in the percentage of students in the post-peak compared to the pre-pandemic period that considered certain factors such as being taught about the doctor-patient relationship (62% vs 75%), practicing teamwork (33% vs 54%), preclinical & clinical subjects (44% vs 63%), and being taught to conduct research (22% vs 32%) as "very useful" to their professional traineeship. There was a significant difference between pre-pandemic, pandemic, and post-peak students when asked if the study curriculum accomplished the goal of training a professional with integrity (89% vs 66% vs 64%, p < 0.001), respectively. In a multivariate analysis graduating during the pandemic (OR 3.92; 95% CI, 2.58-5.94) and in the post-peak period (OR 4.24; 95% CI, 2.23-8.07) were independent factors for the appreciation that the study curriculum did not meet its objective. CONCLUSIONS The pandemic has hindered medical education. Students' appreciation of their instruction has deteriorated. Urgent interventions that halt the negative impact on training, ensure readiness for future problems and improve schooling worldwide are needed.
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Affiliation(s)
- Bryan F Vaca-Cartagena
- Breast Cancer Center, Hospital Zambrano Hellion TecSalud, Tecnologico de Monterrey, San Pedro Garza Garcia, Nuevo Leon, Mexico
| | - Erika Quishpe-Narváez
- Pontificia Universidad Católica del Ecuador, 12 de Octubre #1076, Quito, Pichincha, Ecuador
| | - Heidi Cartagena Ulloa
- Pontificia Universidad Católica del Ecuador, 12 de Octubre #1076, Quito, Pichincha, Ecuador
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25
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Saad S, Richmond C, King D, Jones C, Malau-Aduli B. The impact of pandemic disruptions on clinical skills learning for pre-clinical medical students: implications for future educational designs. BMC MEDICAL EDUCATION 2023; 23:364. [PMID: 37217918 DOI: 10.1186/s12909-023-04351-9] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/25/2022] [Accepted: 05/11/2023] [Indexed: 05/24/2023]
Abstract
BACKGROUND Pandemic disruptions to medical education worldwide resulted in rapid adaptations to clinical skills learning. These adaptations included moving most teaching to the online environment, decreasing the accepted "hands-on" methods of teaching and learning. While studies have shown significant impacts on student confidence in skills acquisition, there is a paucity of assessment outcome studies which would contribute a valuable perspective on whether measurable deficits were incurred. Here, a preclinical (Year 2) cohort was investigated for clinical skills learning impacts that could influence their transition to hospital-based placements. METHODS A sequential mixed methods approach was used on the Year 2 Medicine cohort, including: focus group discussions with thematic analysis; a survey derived from the themes observed; and a cohort comparison of the clinical skills examination results of the disrupted Year 2 cohort, compared to pre-pandemic cohorts. RESULTS Students reported experiencing benefits and disadvantages of the shift to online learning, including a decrease in confidence in their skills acquisition. End of year summative clinical assessments showed non-inferior outcomes when compared to previous cohorts for the majority of clinical skills. However, for procedural skills (venepuncture) the disrupted cohort had significantly lower scores compared to a pre-pandemic cohort. CONCLUSIONS Rapid innovation during the COVID-19 pandemic provided the opportunity to compare online asynchronous hybrid clinical skills learning with the usual practice of face-to-face synchronous experiential learning. In this study, students' reported perceptions and assessment performance data indicate that careful selection of skills suitable for online teaching, supported by timetabled "hands-on" sessions and ample practice opportunities, is likely to provide non-inferior outcomes for clinical skills learning in students about to transition to clinical placements. The findings can be used to inform clinical skills curriculum designs that incorporate the virtual environment, and assist with future-proofing skills teaching in the case of further catastrophic disruptions.
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Affiliation(s)
- Shannon Saad
- School of Medicine, Notre Dame University, Sydney, NSW, Australia.
| | | | - Dane King
- School of Medicine, Notre Dame University, Sydney, NSW, Australia
| | - Caelyn Jones
- School of Medicine, Notre Dame University, Sydney, NSW, Australia
| | - Bunmi Malau-Aduli
- College of Medicine and Dentistry, James Cook University, Townsville, QLD, Australia
- School of Medicine and Public Health, University of Newcastle, Newcastle, Australia
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26
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Shah AP, Walker KA, Walker KG, Hawick L, Cleland J. "It's making me think outside the box at times": a qualitative study of dynamic capabilities in surgical training. ADVANCES IN HEALTH SCIENCES EDUCATION : THEORY AND PRACTICE 2023; 28:499-518. [PMID: 36287293 PMCID: PMC9607851 DOI: 10.1007/s10459-022-10170-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/23/2022] [Accepted: 09/27/2022] [Indexed: 05/11/2023]
Abstract
Craft specialties such as surgery endured widespread disruption to postgraduate education and training during the pandemic. Despite the expansive literature on rapid adaptations and innovations, generalisability of these descriptions is limited by scarce use of theory-driven methods. In this research, we explored UK surgical trainees' (n = 46) and consultant surgeons' (trainers, n = 25) perceptions of how learning in clinical environments changed during a time of extreme uncertainty (2020/2021). Our ultimate goal was to identify new ideas that could shape post-pandemic surgical training. We conducted semi-structured virtual interviews with participants from a range of working/training environments across thirteen Health Boards in Scotland. Initial analysis of interview transcripts was inductive. Dynamic capabilities theory (how effectively an organisation uses its resources to respond to environmental changes) and its micro-foundations (sensing, seizing, reconfiguring) were used for subsequent theory-driven analysis. Findings demonstrate that surgical training responded dynamically and adapted to external and internal environmental uncertainty. Sensing threats and opportunities in the clinical environment prompted trainers' institutions to seize new ways of working. Learners gained from reconfigured training opportunities (e.g., splitting operative cases between trainees), pan-surgical working (e.g., broader surgical exposure), redeployment (e.g., to medical specialties), collaborative working (working with new colleagues and in new ways) and supervision (shifting to online supervision). Our data foreground the human resource and structural reconfigurations, and technological innovations that effectively maintained surgical training during the pandemic, albeit in different ways. These adaptations and innovations could provide the foundations for enhancing surgical education and training in the post-pandemic era.
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Affiliation(s)
- Adarsh P Shah
- Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK.
| | - Kim A Walker
- Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK
| | - Kenneth G Walker
- NHS Education for Scotland, Centre for Health Science, Inverness, UK
| | - Lorraine Hawick
- Centre for Healthcare Education Research and Innovation (CHERI), School of Medicine, Medical Sciences and Nutrition, University of Aberdeen, Aberdeen, AB25 2ZD, UK
| | - Jennifer Cleland
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
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27
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Beaulieu-Jones BR, de Geus SWL, Rasic G, Woods AP, Papageorge MV, Sachs TE. COVID-19 Did Not Stop the Rising Tide: Trends in Case Volume Logged by Surgical Residents. JOURNAL OF SURGICAL EDUCATION 2023; 80:499-510. [PMID: 36528544 PMCID: PMC9682049 DOI: 10.1016/j.jsurg.2022.11.005] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 08/24/2022] [Revised: 11/15/2022] [Accepted: 11/17/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION The coronavirus pandemic has profoundly impacted all facets of surgical care, including surgical residency training. The objective of this study was to assess the operative experience and overall case volume of surgery residents before and during the pandemic. METHODS Using data from the Accreditation Council for Graduate Medical Education annual operative log reports, operative volume for 2015 to 2021 graduates of Accreditation Council for Graduate Medical Education -accredited general, orthopedic, neuro- and plastic surgery residency programs was analyzed using nonparametric Kendall-tau correlation analysis. The period before the pandemic was defined as AY14-15 to AY18-19, and the pandemic period was defined as AY19-20 to AY20-21. RESULTS Operative data for 8556 general, 5113 orthopedic, 736 plastic, and 1278 neurosurgery residency graduates were included. Between 2015 and 2021, total case volume increased significantly for general surgery graduates (Kendall's tau-b: 0.905, p = 0.007), orthopedic surgery graduates (Kendall's tau-b: 1.000, p = 0.003), neurosurgery graduates (Kendall's tau-b: 0.905, p = 0.007), and plastic surgery graduates (Kendall's tau-b: 0.810, p = 0.016). Across all specialties, the mean total number of cases performed by residents graduating during the pandemic was higher than among residents graduating before the pandemic, though no formal significance testing was performed. Among general surgery residents, the number of cases performed as surgeon chief among residents graduating in AY19-20 decreased for the first time in 5 years, though the overall volume remained higher than the prior year, and returned to prepandemic trends in AY20-21. CONCLUSIONS Over the past 7 years, the case volume of surgical residents steadily increased. Surgical trainees who graduated during the coronavirus pandemic have equal or greater total operative experience compared to trainees who graduated prior to the pandemic.
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Affiliation(s)
- Brendin R Beaulieu-Jones
- Department of Surgery, Boston Medical Center, Boston University School of Medicine, Boston, Massachusetts
| | - Susanna W L de Geus
- Department of Surgery, Boston Medical Center, Boston University School of Medicine, Boston, Massachusetts
| | - Gordana Rasic
- Department of Surgery, Boston Medical Center, Boston University School of Medicine, Boston, Massachusetts
| | - Alison P Woods
- Department of Surgery, Boston Medical Center, Boston University School of Medicine, Boston, Massachusetts; Department of Surgery, Johns Hopkins University School of Medicine, Baltimore, Maryland
| | - Marianna V Papageorge
- Department of Surgery, Boston Medical Center, Boston University School of Medicine, Boston, Massachusetts
| | - Teviah E Sachs
- Department of Surgery, Boston Medical Center, Boston University School of Medicine, Boston, Massachusetts.
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28
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Nugraha D, Salamah S, Luke K, Wibowo ZK, Witarto AP, Deswima C, Kloping NA, Witarto BS, Syamlan AT, Irzaldy A, Rochmanti M, Sari DR, Sakina S, Alkaff FF. Evaluation of Health-Related Quality of Life and Mental Health in 729 Medical Students in Indonesia During the COVID-19 Pandemic. Med Sci Monit 2023; 29:e938892. [PMID: 36755476 PMCID: PMC9926794 DOI: 10.12659/msm.938892] [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] [Indexed: 01/21/2023] Open
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has impacted the health-related quality of life (HRQoL) and mental health worldwide. However, its impact on medical students in Indonesia has not been well documented. This study aimed to evaluate HRQoL and mental health in 729 Indonesian medical students during the COVID-19 pandemic. MATERIAL AND METHODS We conducted a cross-sectional study from 31 August to 30 September 2021. The study instrument was an online questionnaire that was distributed via social media platforms. The 12-item short form version 2 (SF12v2) was used to measure HRQoL, and the 21-item Depression, Anxiety, and Stress Scale (DASS-21) was used to measure mental health. RESULTS From 729 Indonesian medical students included in the analyses, 37.3% had impaired physical component and 66.9% had impaired mental component of HRQoL. The determinants were medical students' island of residence, history of hospitalization, and family member's hospitalization and death due to COVID-19. Concerning mental health, the prevalence of reported symptoms of depression, anxiety, and stress were 45.4%, 65.2%, and 60.9%, respectively. Sex, study method, grade, previous COVID-19 disease severity, comorbidities, previous learning experience, and history of family isolation were identified as the determinants of mental health. CONCLUSIONS This study highlights the adverse effects of COVID-19 on HRQoL and mental health in Indonesian medical students. The results identified key associations, including SARS-CoV-2 infection and comorbidities experienced by the students, the health of their families, including grief following bereavement, and the effects of social isolation during the pandemic.
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Affiliation(s)
- David Nugraha
- Medical Program, Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia,Airlangga Medical Students Research Group (AIRMEDS-21), Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Sovia Salamah
- Department of Public Health and Preventive Medicine, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia,Division of Nephrology, Department of Internal Medicine, University Medical Center Groningen, Groningen, The Netherlands
| | - Kevin Luke
- Medical Program, Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia,Airlangga Medical Students Research Group (AIRMEDS-21), Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Zefo Kiyosi Wibowo
- Medical Program, Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia,Airlangga Medical Students Research Group (AIRMEDS-21), Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Andro Pramana Witarto
- Medical Program, Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia,Airlangga Medical Students Research Group (AIRMEDS-21), Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Caesariska Deswima
- Medical Program, Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia,Airlangga Medical Students Research Group (AIRMEDS-21), Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Nabila Ananda Kloping
- Medical Program, Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia,Airlangga Medical Students Research Group (AIRMEDS-21), Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Bendix Samarta Witarto
- Medical Program, Faculty of Medicine Universitas Airlangga, Surabaya, Indonesia,Airlangga Medical Students Research Group (AIRMEDS-21), Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Adila Taufik Syamlan
- Department of Psychiatry, Faculty of Medicine Universitas Airlangga – Dr. Soetomo General Academic Hospital, Surabaya, Indonesia
| | - Abyan Irzaldy
- Department of Public Health, Erasmus Medical Center, Rotterdam, The Netherlands
| | - Maftuchah Rochmanti
- Division of Pharmacology and Therapy, Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Dewi Ratna Sari
- Division Anatomy and Histology, Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Sakina Sakina
- Division Anatomy and Histology, Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
| | - Firas Farisi Alkaff
- Division of Nephrology, Department of Internal Medicine, University Medical Center Groningen, Groningen, The Netherlands,Division of Pharmacology and Therapy, Department of Anatomy, Histology, and Pharmacology, Faculty of Medicine, Universitas Airlangga, Surabaya, Indonesia
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29
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Teh BLS, Ang JK, Koh EBY, Pang NTP. Psychological Resilience and Coping Strategies with Anxiety among Malaysian Medical Students during the COVID-19 Pandemic. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2023; 20:ijerph20031894. [PMID: 36767260 PMCID: PMC9914482 DOI: 10.3390/ijerph20031894] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/19/2022] [Revised: 01/14/2023] [Accepted: 01/15/2023] [Indexed: 06/01/2023]
Abstract
Coronavirus Disease 2019 (COVID-19) swept the world by storm and caused a myriad of devastating consequences, particularly disruptions in medical education. This study aims to examine the association between sociodemographic factors, psychological factors, coping strategies and anxiety among medical students, as well as to identify the predictors of anxiety among them. A cross-sectional study design was used. Self-rated Rosenberg Self-Esteem Scale (RSES), General Self-Efficacy Scale (GSES), Brief Coping Orientation to Problems Experienced Scale (Brief COPE), and General Anxiety Disorder-7 Scale (GAD-7) were used. A total of 371 respondents from a tertiary education center were recruited. The prevalence of anxiety was 37% which corresponded to 21.6% and 15.4% for moderate and severe anxiety, respectively. Sociodemographic factors such as age group and academic year were significantly associated with anxiety, while those with higher self-esteem (rs = -0.487), self-competence (rs = -0.407), self-liking (rs = -0.499), and self-efficacy (rs = -0.245) had lower anxiety. Inversely, those who adopted emotion-focused (rs = 0.130) and dysfunctional coping styles (rs = 0.559) showed higher anxiety. The main predictors of anxiety were self-liking as a protective factor (aOR = 0.81) and dysfunctional coping as a risk factor (aOR = 1.16). Therefore, resilience building and inculcating positive coping strategies are imperative in equipping our budding healthcare providers to weather through future unforeseeable disasters.
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Affiliation(s)
- Bentham Liang Sen Teh
- Department of Psychiatry, Faculty of Medicine and Health Sciences, University Putra Malaysia, Selangor 43400, Malaysia
| | - Jin Kiat Ang
- Department of Psychiatry, Faculty of Medicine and Health Sciences, University Putra Malaysia, Selangor 43400, Malaysia
| | - Eugene Boon Yau Koh
- Department of Psychiatry, Faculty of Medicine and Health Sciences, University Putra Malaysia, Selangor 43400, Malaysia
| | - Nicholas Tze Ping Pang
- Faculty of Medicine and Health Sciences, University Malaysia Sabah, Kota Kinabalu 88400, Malaysia
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30
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Tao Y, Niu H, Li Y, Liu X, Wang S, Ma Z, Hou W, Liu X. Effects of personal relative deprivation on the relationship between anger rumination and aggression during and after the COVID-19 pandemic lockdown: A longitudinal moderated network approach. J Adolesc 2023; 95:596-608. [PMID: 36638841 DOI: 10.1002/jad.12140] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/16/2022] [Revised: 01/02/2023] [Accepted: 01/02/2023] [Indexed: 01/15/2023]
Abstract
INTRODUCTION Several studies have demonstrated a directional link between rage rumination and aggression. However, recent research suggests that this relationship is bidirectional. The current study examined the complex relationships between anger rumination and aggression using a moderated network approach in a longitudinal design while considering personal relative deprivation. METHOD A total of 665 participants (59.25% female, agemean±SD = 19.01 ± 1.25) were enrolled at two-time points. Assessments included self-report measures of the Anger Rumination Scale, Buss-Perry Aggression Questionnaire, and Relative Deprivation Scale. A Moderated Network Model (MMN) was used to test the complex links among anger rumination, aggression, and personal relative deprivation. RESULTS The analysis revealed that the link between anger rumination and aggression was complex and bidirectional. Notably, as the level of personal relative deprivation increased, verbal aggression had a positive conditional effect on anger afterthoughts in Wave 2, and thoughts of revenge had a positive conditional effect on verbal aggression in Wave 2. Moreover, as the first discovery, anger afterthoughts and anger had a negative conditional effect on each other across levels of personal relative deprivation in Wave 2. In addition, network comparison indicates that the MNMs structure was significantly different across timepoints, implying that anger rumination and aggression were inextricably linked in college students during isolation and that this complicated relationship was weakened after isolation. CONCLUSIONS This study deepens our understanding of the bidirectional relationships between anger rumination and aggression and recognizes the moderating role of personal relative deprivation.
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Affiliation(s)
- Yanqiang Tao
- Faculty of Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Haiqun Niu
- School of Psychology, Nanjing Normal University, Nanjing, China
| | - Yue Li
- Faculty of Arts, Shenzhen University, Shenzhen, China
| | - Xueting Liu
- Department of Student Affairs Management, Mudanjiang Normal University, Mudanjiang, China
| | - Shujian Wang
- Faculty of Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Zijuan Ma
- School of Psychology, South China Normal University, Guangzhou, China
| | - Wenxin Hou
- Faculty of Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
| | - Xiangping Liu
- Faculty of Psychology, Beijing Normal University, Beijing, China.,Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education, Beijing, China
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Cerceo E, Vasan N. Creating Alignment: How the Humanities Can Help Heal Physicians and Patients. JOURNAL OF MEDICAL EDUCATION AND CURRICULAR DEVELOPMENT 2023; 10:23821205231203487. [PMID: 37771801 PMCID: PMC10524040 DOI: 10.1177/23821205231203487] [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: 05/16/2023] [Accepted: 09/06/2023] [Indexed: 09/30/2023]
Abstract
The medical humanities, an umbrella term for the fields of ethics, social science, and fine arts, are increasingly recognized as an important component of medical education. Since the Flexner report, the primacy of science and evidence-based medicine has replaced subjectivity and nuance. While this has been critical for standardization of care and patient safety, an exclusive emphasis on science in undergraduate medical education can devalue more humanistic pursuits. Modern medicine is now plagued with burnout, pandemics, and societal ills that permeate into medicine. Addressing these requires a thoughtful, holistic approach where we extend our sights beyond strict evidence-based medicine.
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Affiliation(s)
- Elizabeth Cerceo
- Division of Hospital Medicine, Department of Medicine, Cooper University Healthcare, Cooper Medical School of Rowan University, Camden, NJ, USA
| | - Nagaswami Vasan
- Department of Biomedical Sciences, Cooper Medical School of Rowan University, Camden, NJ, USA
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Farr E, Goldring A, Vernacchia C, Woo L, Mhatre P, Rydberg L. Should virtual medical student clerkships in Physical Medicine & Rehabilitation continue? PM R 2022; 15:674-680. [PMID: 36580540 DOI: 10.1002/pmrj.12941] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/26/2022] [Revised: 11/03/2022] [Accepted: 12/11/2022] [Indexed: 12/30/2022]
Affiliation(s)
- Ellen Farr
- McGaw Medical Center, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA.,Shirley Ryan Ability Lab, Chicago, Illinois, USA.,Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Anne Goldring
- McGaw Medical Center, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA.,Shirley Ryan Ability Lab, Chicago, Illinois, USA.,Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Cara Vernacchia
- McGaw Medical Center, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA.,Shirley Ryan Ability Lab, Chicago, Illinois, USA.,Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Lauren Woo
- McGaw Medical Center, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA.,Shirley Ryan Ability Lab, Chicago, Illinois, USA.,Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Priya Mhatre
- Shirley Ryan Ability Lab, Chicago, Illinois, USA.,Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
| | - Leslie Rydberg
- Shirley Ryan Ability Lab, Chicago, Illinois, USA.,Department of Physical Medicine and Rehabilitation, Northwestern University Feinberg School of Medicine, Chicago, Illinois, USA
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Michenka P, Fialová L, Šlegerová L, Marx D. Analysis of Obligatory Involvement of Medical Students in Pandemic Response in the Czech Republic: Competencies, Experiences, and Legal Implications. Int J Public Health 2022; 67:1605187. [PMID: 36618435 PMCID: PMC9812944 DOI: 10.3389/ijph.2022.1605187] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/05/2022] [Accepted: 12/09/2022] [Indexed: 12/24/2022] Open
Abstract
Objectives: Medical students in the Czech Republic were mandated by the law to take part in the COVID-19 pandemic response in order to expand healthcare capacity. Our study aimed to analyze student's competencies defined in the legislation and compare them with competencies assigned to them in clinical settings during their deployment. Methods: Online survey with statistical analysis of collected data. Results: The survey was completed by 997 respondents. A major convergence between the system of credentials defined in the legal framework and the competencies that students performed were identified. Conclusion: Medical students represented a valuable resource for addressing shortages of qualified healthcare staff in critical situation. However, the system of competencies and credentials must be aligned with the educational framework to clearly define acquisition of competencies during the course of medical studies and the legal framework regulating students' deployment must ensure consistency of actual and formal competencies in order to guarantee high standards of care and safety of the patients.
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Affiliation(s)
- Petr Michenka
- Third Faculty of Medicine, Charles University, Prague, Czechia,*Correspondence: Petr Michenka,
| | | | - Lenka Šlegerová
- Institute of Economic Studies, Faculty of Social Sciences, Charles University, Prague, Czechia
| | - David Marx
- Third Faculty of Medicine, Charles University, Prague, Czechia
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COVID-19 among Czech Dentistry Students: Higher Vaccination and Lower Prevalence Compared to General Population Counterparts. Vaccines (Basel) 2022; 10:vaccines10111927. [PMID: 36423022 PMCID: PMC9695306 DOI: 10.3390/vaccines10111927] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/14/2022] [Revised: 11/09/2022] [Accepted: 11/10/2022] [Indexed: 11/16/2022] Open
Abstract
The restrictions on medical students’ clinical education during the COVID-19 pandemic has affected their professional readiness and often lengthened their training. These negative impacts are often considered a necessary price as clinical education is hypothesized to be associated with a high risk of pandemic spread. This work assesses this hypothesis based on COVID-19 epidemiological data among Czech dentistry students and their comparison to data of the Czech general population of similar age. We addressed two of the five Czech medical faculties (Charles University, Faculty of Medicine in Hradec Kralove and in Pilsen) providing dentistry study program with a survey. A total of 240 students participated, representing a 66.9% response rate. Over 75% of respondents participated in clinical education during the pandemic. The school environment was identified as a place of infection by only 9.8% of respondents who were aware of where they were infected. Overall, 100% of students used FFP2 respirators, and 75.3% used face shields or protective glasses while working with patients. By the end of May 2022, COVID-19 full vaccination and 1st booster rates among students were 93.8% and 54.6%, respectively, which is significantly higher (p < 0.0001, OR 7.3, 95% CI 4.4−12; p < 0.0001, OR 3.7, 95% CI 2.9−4.8, respectively) compared to their peers from the general population (67.1% and 24.4%, respectively). A total of 75.4% of respondents supported mandatory COVID-19 vaccination for healthcare professionals. To the same date, PCR and/or antigen test verified COVID-19 prevalence among students was 37.1%, while among peers from the general population, it was 45.1% (p = 0.015, OR 1.2, 95% CI 1.0−1.5). The combination of extensive protective measures and high vaccination against COVID-19 led to significantly lower COVID-19 prevalence among the students compared to their general population counterparts.
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Tennill RM, Turner M, Fleming A, Hofreiter C, Kim S, Delfino K, Austin R. The Impact of COVID-19 on Emergency Medicine Rotations. Cureus 2022; 14:e30752. [DOI: 10.7759/cureus.30752] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 10/27/2022] [Indexed: 11/06/2022] Open
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Haider SI, Ahmed F, Pasha H, Pasha H, Farheen N, Zahid MT. Life satisfaction, resilience and coping mechanisms among medical students during COVID-19. PLoS One 2022; 17:e0275319. [PMID: 36197934 PMCID: PMC9534406 DOI: 10.1371/journal.pone.0275319] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/25/2021] [Accepted: 09/14/2022] [Indexed: 11/18/2022] Open
Abstract
PURPOSE Life satisfaction influences well-being. Medical students often experience more stress as compared to their counterparts in other disciplines as they are required to meet the demands of both academic workload and clinical responsibilities. However, during the current pandemic, in addition to academic changes, inability to complete clinical placements, loss of peer interaction and social connectedness and, deployment to areas in times of crisis could exacerbate their stress. This would impact their ability to cope with stress and eventually influence their life satisfaction. Students approach these challenges in various ways, either positively, religiously, or by avoiding. This study aimed to explore the association between resilience, coping mechanisms and life satisfaction in medical students during the pandemic. METHODS A cross-sectional web-based survey was conducted from undergraduate medical students from year 1 to year 5. Three instruments were used to measure life satisfaction, resilience, and coping, namely The Brief Resilience Scale, The Satisfaction with Life Scale and the COPE inventory. Mean and standard deviation were calculated for all continuous variables. Robust linear regression model was used for analysis. Hierarchical (forward) stepwise model building technique was used for final model. Alpha cut off was kept at 0.05. RESULTS A total of 351 students (out of 500 students) completed the questionnaires. A moderately negative, slightly linear correlation between life satisfaction and avoidant coping was reported. Life satisfaction showed moderately positive, slightly linear correlation with resilience score. Three variables stayed significant in the final model: Resilience, avoidant coping, and religion coping. CONCLUSION Life satisfaction can be improved among medical students by focusing on strategies which enhance resilience. Religion is identified as a significant coping strategy among medical students. Students coping mechanism can vary and more research is needed to assess which types of coping strategies could contribute positively to the quality of their personal and professional lives.
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Affiliation(s)
- Sonia Ijaz Haider
- Centre for Medical Education, School of Medicine, Cardiff University, Cardiff, United Kingdom
- * E-mail:
| | - Farhatulain Ahmed
- College of Medicine and Dentistry, Fatima Memorial College Lahore, Lahore, Pakistan
| | | | - Hadia Pasha
- Student Affairs and Services, Aga Khan University, Karachi, Pakistan
| | | | - Muhammad Talha Zahid
- College of Medicine and Dentistry, Fatima Memorial College Lahore, Lahore, Pakistan
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Soon MKS, Martinengo L, Lu J, Car LT, Chia CLK. The Use of Telegram in Surgical Education: Exploratory Study. JMIR MEDICAL EDUCATION 2022; 8:e35983. [PMID: 36099020 PMCID: PMC9518707 DOI: 10.2196/35983] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/26/2021] [Revised: 07/06/2022] [Accepted: 09/02/2022] [Indexed: 05/25/2023]
Abstract
BACKGROUND The COVID-19 pandemic has disrupted medical education, shifting learning online. Social media platforms, including messaging apps, are well integrated into medical education. However, Telegram's role in medical education remains relatively unexplored. OBJECTIVE This study aims to explore the perceptions of medical students regarding the role of messaging apps in medical education and their experience of using Telegram for surgical education. METHODS A Telegram channel "Telegram Education for Surgery Learning and Application (TESLA)" was created to supplement medical students' learning. We invited 13 medical students who joined the TESLA channel for at least a month to participate in individual semistructured interviews. Interviews were conducted via videoconferencing using an interview guide and were then transcribed and analyzed by 2 researchers using inductive thematic content analysis. RESULTS Two themes were identified: (1) learning as a medical student and (2) the role of mobile learning (mLearning) in medical education. Students shared that pandemic-related safety measures, such as reduced clinic allocations and the inability to cross between wards, led to a decrease in clinical exposure. Mobile apps, which included proprietary study apps and messaging apps, were increasingly used by students to aid their learning. Students favored Telegram over other messaging apps and reported the development of TESLA as beneficial, particularly for revision and increasing knowledge. CONCLUSIONS The use of apps for medical education increased during the COVID-19 pandemic. Medical students commonly used apps to consolidate their learning and revise examination topics. They found TESLA useful, relevant, and trustworthy.
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Affiliation(s)
- Marcus Khai Siang Soon
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Laura Martinengo
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
| | - Junde Lu
- Department of General Surgery, Khoo Teck Puat Hospital, Singapore, Singapore
| | - Lorainne Tudor Car
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- Department of Primary Care and Public Health, School of Public Health, Imperial College London, London, United Kingdom
| | - Clement Luck Khng Chia
- Lee Kong Chian School of Medicine, Nanyang Technological University, Singapore, Singapore
- Department of General Surgery, Khoo Teck Puat Hospital, Singapore, Singapore
- Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore
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39
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Affiliation(s)
- Richard Armitage
- Academic Unit of Population and Lifespan Sciences, School of Medicine, University of Nottingham, Nottingham, UK
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40
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Elshami W, Abuzaid MM, McConnell J, Stewart S, Floyd M, Hughes D, McClintick C, Eckloff K, Leishman L, McFadden S. The Radiography students’ perspective of the impact of COVID-19 on education and training internationally: a across sectional survey of the UK Devolved Nations (UKDN) and the United Arab Emirates (UAE). Radiography (Lond) 2022; 28 Suppl 1:S50-S58. [PMID: 35989145 PMCID: PMC9293787 DOI: 10.1016/j.radi.2022.07.009] [Citation(s) in RCA: 6] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/12/2022] [Revised: 06/15/2022] [Accepted: 07/12/2022] [Indexed: 10/28/2022]
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International medical electives during and after the COVID-19 pandemic - current state and future scenarios: a narrative review. Global Health 2022; 18:44. [PMID: 35459191 PMCID: PMC9026059 DOI: 10.1186/s12992-022-00838-0] [Citation(s) in RCA: 8] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/14/2022] [Accepted: 04/10/2022] [Indexed: 12/02/2022] Open
Abstract
Background International medical electives are an important and popular component of the academic curriculum in many medical schools and universities worldwide. The purpose of abroad electives is to provide medical students with an opportunity to gain a better understanding of education and healthcare in an international context. The COVID-19 pandemic, however, has substantially changed the international elective landscape. Travel restrictions, closures of international elective programs and the expansion of virtual methods for education caused a widespread disruption to abroad electives. A comprehensive analysis with regard to other consequences for abroad electives, however, has not been done before. Thus, we sought to a) summarize the current transformation of the international medical elective and b) to address potential challenges for post-pandemic international medical electives. Methods The methodology employed is a multidisciplinary narrative review of the published and grey literature on international electives during the last two years of the COVID-19 pandemic. Results Students worldwide had electives postponed or canceled. Apart from evident immediate pandemic-related consequences (such as the substantial decline in global electives and impaired elective research opportunities for educators), there are other several problems that have received little attention during the last two years. These include challenges in the elective application process, poorly-understood consequences for host institutions, and growing global (ethical) disparities that are likely to increase once elective programs will gradually re-open. There is ample evidence that the post-pandemic elective landscape will be characterized by increasing elective fees, and a more competitive seat-to-applicant ratio. Ethical problems for international electives arising from an unequal global vaccine distribution will pose an additional challenge to students and elective coordinators alike. Conclusion The COVID-19 pandemic transformed the international medical elective landscape in an unprecedented way, and future generations of medical students will face a series of additional challenges when applying for global medical electives.
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Kaliyadan F, Pulickal JK, Al Dhafiri M. Using learning management systems for virtual teaching clinics in dermatology. Indian J Dermatol Venereol Leprol 2022; 88:559-561. [PMID: 35593289 DOI: 10.25259/ijdvl_961_2021] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 01/01/2022] [Indexed: 11/04/2022]
Affiliation(s)
- Feroze Kaliyadan
- Department of Dermatology, College of Medicine, King Faisal University, Hofuf, Saudi Arabia
| | | | - Mahdi Al Dhafiri
- Department of Dermatology, College of Medicine, King Faisal University, Hofuf, Saudi Arabia
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Stanyte A, Podlipskyte A, Milasauskiene E, Király O, Demetrovics Z, Ambrasas L, Burkauskas J, Steibliene V. Mental Health and Wellbeing in Lithuanian Medical Students and Resident Doctors During COVID-19 Pandemic. Front Psychiatry 2022; 13:871137. [PMID: 35573339 PMCID: PMC9092277 DOI: 10.3389/fpsyt.2022.871137] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/07/2022] [Accepted: 03/29/2022] [Indexed: 11/13/2022] Open
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has had a negative effect on mental health and subjective psychological wellbeing. One of the most affected population is medical students, reporting higher levels of depression, anxiety, sleep difficulties, and overall poorer wellbeing. However, the relationship between depression, anxiety, and sleep difficulties, and subjective psychological wellbeing has not been extensively researched in medical students in the context of COVID-19 pandemic. The aim of this study was to investigate the associations between depression, anxiety, and sleep quality, and subjective psychological wellbeing. METHODS In total, 524 medical students and resident doctors (78.6% female, mean age 24 ± 3 years old) participated in an online survey between December 2020 and February 2021. Participants completed the WHO-Five Wellbeing Index Questionnaire, the Pittsburgh Sleep Quality Index questionnaire, the Patient Health Questionnaire-9, and the Generalized Anxiety Disorder Assessment-7. RESULTS Multivariable logistic regression analysis showed that female participants' worse subjective psychological wellbeing was associated with sleep difficulties [odds ratio (OR) = 2.39, 95% CI = 1.37-4.18, p = 0.002], higher depression (OR = 6.13, 95% CI = 3.46-10.88, p < 0.001), and anxiety symptoms (OR = 2.95, 95% CI = 1.66-5.22, p < 0.001). In male participants, analysis revealed an association between worse subjective psychological wellbeing and higher depression scores (OR = 9.94, 95% CI = 3.29-30.03, p < 0.001). CONCLUSION Sex differences are an important factor to consider when evaluating subjective psychological wellbeing. Clinicians should be aware of significant contributors, such as sleep patterns anxiety, and depression, to subjective psychological wellbeing.
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Affiliation(s)
- Agne Stanyte
- Laboratory of Behavioral Medicine, Neuroscience Institute, Lithuanian University of Health Sciences, Palanga, Lithuania
| | - Aurelija Podlipskyte
- Laboratory of Behavioral Medicine, Neuroscience Institute, Lithuanian University of Health Sciences, Palanga, Lithuania
| | - Egle Milasauskiene
- Clinic of Psychiatry, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Orsolya Király
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary
| | - Zsolt Demetrovics
- Institute of Psychology, ELTE Eötvös Loránd University, Budapest, Hungary.,Centre of Excellence in Responsible Gaming, University of Gibraltar, Gibraltar, Gibraltar
| | - Laurynas Ambrasas
- Clinic of Psychiatry, Lithuanian University of Health Sciences, Kaunas, Lithuania
| | - Julius Burkauskas
- Laboratory of Behavioral Medicine, Neuroscience Institute, Lithuanian University of Health Sciences, Palanga, Lithuania
| | - Vesta Steibliene
- Laboratory of Behavioral Medicine, Neuroscience Institute, Lithuanian University of Health Sciences, Palanga, Lithuania.,Clinic of Psychiatry, Lithuanian University of Health Sciences, Kaunas, Lithuania
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The perceived need for evidence-based COVID-19 management and Tele-education in the North-East region of India: a cross-sectional survey. J Community Health 2022; 47:943-948. [PMID: 35925434 PMCID: PMC9362112 DOI: 10.1007/s10900-022-01076-6] [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] [Accepted: 01/30/2022] [Indexed: 01/08/2023]
Abstract
Due to the sudden rise in the cases of COVID-19 in the North-Eastern region of India, this study was conducted to survey the felt needs of the medical professionals with regards to education on the evidence-based management of COVID-19. A total of 25 North-East leaders were recruited and a baseline survey was conducted through the digital medium. Out of 25 North-East leaders, 52% were undergoing training in evidence-based medicine in the capacity-building program for evidence-based child health. Participants (48%) strongly agreed and 40% agreed on the possibility of enhanced care by capacity building in the areas of COVID-19 management through discussing cases. Out of 25 North East leaders, 48% agreed to join both as a speaker as well as a participant. Various priority topics on COVID-19 management e.g. childhood, adult, ocular manifestation, ICU management, telemedicine, vaccines, lab protocols, psychological distress, and treatment strategy have emerged. We have presented the findings of the survey which will help guide the mentoring program focusing on evidence-based management of COVID-19 in remote areas through Tele-education.
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Mahjoub H, Vasavda C, Bertram A, Davison A, Sozio S. The perceived impact of the COVID-19 pandemic on medical students' future careers. F1000Res 2021; 10:1211. [PMID: 36896392 PMCID: PMC9989541 DOI: 10.12688/f1000research.73249.2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 02/16/2023] [Indexed: 02/26/2023] Open
Abstract
Background: The COVID-19 pandemic disrupted medical education on multiple levels, and medical students have been forced to adjust to distance learning, altered clinical opportunities, and standardized testing inconsistencies. We sought to identify the effects of these dramatic deviations on medical students' career plans. Methods: We conducted a cross-sectional online survey of medical students between July 13, 2020, and September 9, 2020 in order to assess the implications of the COVID-19 pandemic on students' career decisions. Descriptive statistics were calculated for all variables. Results: Of the 585 eligible medical students, we had a final sample of 76 responses (n=76) (13% response rate). Students felt neutral regarding having more time to explore research projects (Mean ± SD; 3.06 ± 1.18) and hobbies (3.43 ± 1.28). Most survey respondents somewhat disagreed that they considered quitting medical school during the pandemic (1.55 ± 1.10). Students somewhat agreed that they view the field of medicine more positively since the onset of the COVID-19 pandemic (3.60 ± 1.09). Respondents somewhat agreed that they would be unable to explore other specialties and find their best fit (3.55 ± 1.32). We found that the minority (4/66, 6%) of students had considered changing their specialty. Students felt neutral in terms of their Step 1 (3.25 ± 1.05) or Step 2 (2.81 ± 1.02) score deterring them from future career opportunities. Conclusions: Most medical students have experienced barriers in their career pathway as a direct cause of COVID-19 restrictions on medical education, including the ability to explore different specialties to discover their best fit or find a chance to network with mentors. However, despite these obstacles, most students remain committed to medicine.
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Affiliation(s)
- Heba Mahjoub
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205, USA.,Department of Opthamology, New England Eye Center, Tufts Medical Center, Tufts University School of Medicine, Boston, Massachusetts, USA
| | - Chirag Vasavda
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205, USA.,The Solomon H. Snyder Department of Neuroscience, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205, USA
| | - Amanda Bertram
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205, USA
| | - Ashwini Davison
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205, USA.,Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, 21205, USA
| | - Stephen Sozio
- Department of Medicine, Johns Hopkins University School of Medicine, Baltimore, Maryland, 21205, USA.,Department of Epidemiology, Johns Hopkins Bloomberg School of Public Health, Baltimore, Maryland, 21205, USA
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