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Omori Y, Oka N, Suzuki Y, Shima M, Nishikawa H, Tsuzuki K. Impact of the Coronavirus Disease 2019 Pandemic on Medical Practices in Awaji Island. JMA J 2024; 7:61-69. [PMID: 38314427 PMCID: PMC10834151 DOI: 10.31662/jmaj.2023-0107] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2023] [Accepted: 09/26/2023] [Indexed: 02/06/2024] Open
Abstract
Introduction Since the first confirmed case of coronavirus disease 2019 (COVID-19) in China, COVID-19 continues to be a global threat and exerts a significant impact on medical practices. This study aims to investigate the impact of the COVID-19 pandemic on medical practices in Awaji Island, a remote island in Japan. Methods First, we conducted a survey on the epidemiological characteristics of COVID-19 on Awaji Island before and during the pandemic. Next, using a questionnaire, we conducted a survey with doctors working full time at Hyogo Prefectural Awaji Medical Center, which is the only designated infectious disease hospital on Awaji Island. Results The COVID-19 infection rate of Awaji Island was lower than that of Hyogo Prefecture and of Japan as a whole, although the peaks occurred simultaneously. Outpatient visits as well as hospitalized patients, i.e., inpatients, decreased during the pandemic as a result of restrictions on surgeries and hospitalizations, with no changes in the disease composition ratio. The results of the questionnaire show that during the pandemic, doctors working full time at our hospital worked less and slept more. Furthermore, data obtained from the Medical Affairs Department showed a decrease in overtime hours worked and an increase in the number of days of paid holidays taken. Conclusions Epidemiologically, the impact of the COVID-19 pandemic on Awaji Island showed a similar trend to that in Japan, but the results of the survey questionnaire indicated that doctors working full time at our hospital were not necessarily adversely affected.
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Affiliation(s)
- Yoshihiko Omori
- Department of Otorhinolaryngology, Hyogo Prefectural Awaji Medical Center, Sumoto, Japan
| | - Naoto Oka
- Department of Otorhinolaryngology, Hyogo Prefectural Awaji Medical Center, Sumoto, Japan
| | - Yasukuni Suzuki
- Department of Surgery, Hyogo Prefectural Awaji Medical Center, Sumoto, Japan
| | - Masayuki Shima
- Department of Public Health, Hyogo Medical University, Nishinomiya, Japan
| | - Hiroki Nishikawa
- Department of 2nd Internal Medicine, Osaka Medical and Pharmaceutical University, Takatsuki, Japan
| | - Kenzo Tsuzuki
- Department of Otorhinolaryngology-Head and Neck Surgery, Hyogo Medical University, Nishinomiya, Japan
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Ohta R, Nishikura N, Sano C. What Do Medical Students Learn about Community Care from Discussions with General Physicians? A Thematic Analysis. MEDICINA (KAUNAS, LITHUANIA) 2023; 59:1855. [PMID: 37893573 PMCID: PMC10607926 DOI: 10.3390/medicina59101855] [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: 08/27/2023] [Revised: 10/14/2023] [Accepted: 10/17/2023] [Indexed: 10/29/2023]
Abstract
Background and Objectives: Sustainable healthcare is fundamentally rooted in community medicine education. The COVID-19 pandemic disrupted global advancement in integrating traditional teaching and experiential learning. Additionally, an alarming decline in interest in community care has been observed among senior medical students. Here, we examined the perspectives on community care obtained from conversations with general physicians in rural medical universities. Materials and Methods: Using a constructivist lens, a qualitative methodology was employed to examine the perceptions of second-year medical students from Shimane University Medical School regarding community care, informed by dialogues with general physicians. We conducted a thematic analysis at Shimane University, Japan, an area known for its aging population. In 2023, 116 second-year students participated, none of whom had prior formal training in community care. The study was structured into three phases: (1) Pre-education: Students wrote essays about their initial understanding of community care, its advantages, disadvantages, and potential improvements; (2) Dialogue: Grouped by topic, students engaged in discussions that culminated in a comprehensive session with general physicians; and (3) Reflection: After discussions, students wrote essays reflecting any shift in their views on community care. A thematic analysis of essays from the pre-education and reflection phases provided a comparative perspective on the students' understanding. Results: Five dominant themes emerged from the thematic analysis: (1) Re-evaluating community care: Recognizing diversity and addressing societal challenges; (2) Interdisciplinary collaboration: Promoting shared roles and teamwork; (3) Learning and practice: Emphasizing hands-on experience and self-reflection; (4) Technological influence: The mutual relationship between community care and technological advancements; and (5) Challenges and resolutions: Identifying problems and crafting solutions. Conclusions: This study sheds light on the evolution of medical students' views on community care and underscores the importance of continuous adaptation in medical education programs.
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Affiliation(s)
- Ryuichi Ohta
- Community Care, Unnan City Hospital, 96-1 Iida, Daito-cho, Unnan 699-1221, Japan;
| | - Nozomi Nishikura
- Community Care, Unnan City Hospital, 96-1 Iida, Daito-cho, Unnan 699-1221, Japan;
| | - Chiaki Sano
- Department of Community Medicine Management, Faculty of Medicine, Shimane University, 89-1 Enya cho, Izumo 693-8501, Japan;
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Nishikura N, Ohta R, Sano C. Implementation of Near-Peer Learning for the Sustainability of Rural Family Medicine Education. Cureus 2023; 15:e43709. [PMID: 37724209 PMCID: PMC10505483 DOI: 10.7759/cureus.43709] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 08/18/2023] [Indexed: 09/20/2023] Open
Abstract
Balancing educators and trainees in community-based medical education (CBME) is essential for practical education in family medicine and the quality of care. The number of educators and trainees can be flexible in rural family medicine education. Implementing near-peer learning (NPL), in which trainees learn from each other and enhance their clinical skills, is complementary to medical education in rural medical education, which lacks medical educators. The Department of Community Care at the Unnan City Hospital has experienced significant changes in staffing structure. The previous structure of two consultants and six senior residents was replaced by losing one consultant and adding three senior residents. Therefore, the balance between the numbers of educators and learners changed significantly. Traditional teamwork methods no longer ensure effective team communication and balance; currently, effective teamwork does not occur within a team. The increased burden on consultants could result in lower patient outcomes and decreased quality of education for students and residents, thereby affecting the nurturing of future generations. To overcome these difficulties, we implemented the NPL. The implementation was based on strengths, weaknesses, opportunities, and threats (SWOT) and stakeholder analyses. This technical report demonstrated that NPL in rural family medicine education benefits the quality of rural medical education.
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Affiliation(s)
| | | | - Chiaki Sano
- Community Medicine Management, Shimane University, Izumo, JPN
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Yune SJ, Kim Y, Lee JW. Data Analysis of Physician Competence Research Trend: Social Network Analysis and Topic Modeling Approach. JMIR Med Inform 2023; 11:e47934. [PMID: 37467028 PMCID: PMC10398558 DOI: 10.2196/47934] [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: 04/06/2023] [Revised: 05/15/2023] [Accepted: 05/16/2023] [Indexed: 07/20/2023] Open
Abstract
BACKGROUND Studies on competency in medical education often explore the acquisition, performance, and evaluation of particular skills, knowledge, or behaviors that constitute physician competency. As physician competency reflects social demands according to changes in the medical environment, analyzing the research trends of physician competency by period is necessary to derive major research topics for future studies. Therefore, a more macroscopic method is required to analyze the core competencies of physicians in this era. OBJECTIVE This study aimed to analyze research trends related to physicians' competency in reflecting social needs according to changes in the medical environment. METHODS We used topic modeling to identify potential research topics by analyzing data from studies related to physician competency published between 2011 and 2020. We preprocessed 1354 articles and extracted 272 keywords. RESULTS The terms that appeared most frequently in the research related to physician competency since 2010 were knowledge, hospital, family, job, guidelines, management, and communication. The terms that appeared in most studies were education, model, knowledge, and hospital. Topic modeling revealed that the main topics about physician competency included Evidence-based clinical practice, Community-based healthcare, Patient care, Career and self-management, Continuous professional development, and Communication and cooperation. We divided the studies into 4 periods (2011-2013, 2014-2016, 2017-2019, and 2020-2021) and performed a linear regression analysis. The results showed a change in topics by period. The hot topics that have shown increased interest among scholars over time include Community-based healthcare, Career and self-management, and Continuous professional development. CONCLUSIONS On the basis of the analysis of research trends, it is predicted that physician professionalism and community-based medicine will continue to be studied in future studies on physician competency.
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Affiliation(s)
- So Jung Yune
- Department of Medical Education, Pusan National University, Busan, Republic of Korea
| | - Youngjon Kim
- Department of Medical Education, Wonkwang University School of Medicine, Iksan, Republic of Korea
| | - Jea Woog Lee
- Intelligence Informatics Processing Lab, Chung-Ang University, Seoul, Republic of Korea
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Martin P, McGrail M, Fox J, Ostini R, Doyle Z, Playford D, Beattie J, Isaac V, Fuller L, Allen P, Kondalsamy-Chennakesavan S. Impact of the COVID-19 pandemic on student experiences during rural placements in Australia: findings from a national multi-centre survey. BMC MEDICAL EDUCATION 2022; 22:852. [PMID: 36482397 PMCID: PMC9733068 DOI: 10.1186/s12909-022-03927-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 04/20/2022] [Accepted: 11/28/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The aim of this national study was to explore the learning experiences of Australia's medical students who trained rurally during the COVID-19 pandemic in 2020. METHODS A cross-sectional, national multi-centre survey was conducted in 2020, through the Federation of Rural Australian Medical Educators (FRAME). Participants were medical students who had completed an extended Rural Clinical School (RCS) training placement (≥ 12 months). A bespoke set of COVID-19 impact questions were incorporated into the annual FRAME survey, to capture COVID-19-related student experiences in 2020. Pre-pandemic (2019 FRAME survey data) comparisons were also explored. RESULTS FRAME survey data were obtained from 464 students in 2020 (51.7% response rate), compared with available data from 668 students in 2019 (75.6% response rate). Most students expressed concern regarding the pandemic's impact on the quality of their learning (80%) or missed clinical learning (58%); however, students reported being well-supported by the various learning and support strategies implemented by the RCSs across Australia. Notably, comparisons to pre-pandemic (2019) participants of the general RCS experience found higher levels of student support (strongly agree 58.9% vs 42.4%, p < 0.001) and wellbeing (strongly agree 49.6% vs 42.4%, p = 0.008) amongst the 2020 participants. Students with more than one year of RCS experience compared to one RCS year felt better supported with clinical skills learning opportunities (p = 0.015) and less affected by COVID-19 in their exam performance (p = 0.009). CONCLUSIONS This study has provided evidence of both the level of concern relating to learning quality as well as the positive impact of the various learning and support strategies implemented by the RCSs during the pandemic in 2020. RCSs should further evaluate the strategies implemented to identify those that are worth sustaining into the post-pandemic period.
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Affiliation(s)
- Priya Martin
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia.
| | - Matthew McGrail
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia
| | - Jordan Fox
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia
| | - Remo Ostini
- Rural Clinical School, Faculty of Medicine, The University of Queensland, Locked Bag 9009, Toowoomba, QLD, 4350, Australia
| | - Zelda Doyle
- Rural Clinical School, School of Medicine, University of Notre Dame, Sydney, Australia
| | - Denese Playford
- Rural Clinical School of Western Australia, Medical Schools of UWA and Notre Dame, The University of Western Australia, Perth, Australia
| | - Jessica Beattie
- Rural Community Clinical School, School of Medicine, Deakin University, Geelong, Australia
| | - Vivian Isaac
- College of Medicine and Public Health, Rural and Remote Health SA, Flinders University, Adelaide, Australia
| | - Lara Fuller
- Rural Community Clinical School, School of Medicine, Deakin University, Geelong, Australia
| | - Penny Allen
- Rural Clinical School, College of Health and Medicine, The University of Tasmania, Hobart, Australia
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Pandey J, Varriano B, Beatty A. Two birds with one stone: geriatric competency learning promotes hidden curriculum in the era of COVID-19. MEDICAL EDUCATION ONLINE 2022; 27:2035201. [PMID: 35112664 PMCID: PMC8820782 DOI: 10.1080/10872981.2022.2035201] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/12/2021] [Revised: 01/01/2022] [Accepted: 01/25/2022] [Indexed: 06/14/2023]
Affiliation(s)
- Jyotsna Pandey
- Foundations of Medicine,Central Michigan University (CMU) College of Medicine, Mt. Pleasant, Michigan
| | - Brenda Varriano
- Foundations of Medicine,Central Michigan University (CMU) College of Medicine, Mt. Pleasant, Michigan
| | - Andrea Beatty
- Healthy Aging, Central Michigan University (CMU) College of Medicine, Mt. Pleasant, Michigan, USA
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Northcraft H, Bai J, Griffin AR, Hovsepian S, Dobalian A. Association of the COVID-19 Pandemic on VA Resident and Fellow Training Satisfaction and Future VA Employment: A Mixed Methods Study. J Grad Med Educ 2022; 14:593-598. [PMID: 36274776 PMCID: PMC9580318 DOI: 10.4300/jgme-d-22-00168.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/18/2022] [Revised: 06/27/2022] [Accepted: 07/12/2022] [Indexed: 03/16/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic altered learning experiences of residents and fellows worldwide, including at the US Department of Veterans Affairs (VA). Because the VA is the largest training provider in the United States, understanding VA trainee experiences is vital to understanding the pandemic's impact on graduate medical education nationwide. Additionally, understanding the pandemic's potential impacts on future employment allows for a better understanding of any future disruptions in the supply of physicians. OBJECTIVE To examine whether COVID-19 affected the satisfaction with VA training experiences and likelihood to consider future VA employment among residents and fellows. METHODS Responses from the VA Trainee Satisfaction Survey were collected for 3 academic years (2018-2021). Quantitative analysis (bivariate logistic regression) and qualitative content analysis were conducted to determine COVID-19's impact on satisfaction and likelihood of future VA employment. RESULTS Across 3 academic years, 17 900 responses from a total of 140 933 physician trainees were analyzed (12.7%). Following COVID-19, respondents expressed decreased satisfaction (84.58% vs 86.01%, P=.008) and decreased likelihood to consider future VA employment compared to prior to the pandemic (53.42% vs 55.32%, P=.013). COVID-19-related causes of dissatisfaction included the onboarding process, which slowed due to the pandemic, limited workspace that precluded social distancing, and reduced learning opportunities. CONCLUSIONS Since the pandemic, physician trainees expressed decreased training satisfaction and decreased likelihood to seek future VA employment. Causes of dissatisfaction included increased difficulties with onboarding, further limitations to accessible workspaces, and the direct obstruction of learning opportunities including decreased patient volume or case mix.
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Affiliation(s)
- Heather Northcraft
- Heather Northcraft, MA, is a Statistician, Veterans Emergency Management Evaluation Center (VEMEC), US Department of Veterans Affairs
| | - Jia Bai
- Jia Bai, MPH, is a Project Manager, VEMEC, US Department of Veterans Affairs
| | - Anne R. Griffin
- Anne R. Griffin, RN, MPH, is a Senior Clinical Project Director, VEMEC, US Department of Veterans Affairs
| | - Sona Hovsepian
- Sona Hovsepian, LCSW, is a Senior Clinical Project Director, VEMEC, US Department of Veterans Affairs
| | - Aram Dobalian
- Aram Dobalian, PhD, JD, MPH, is the Founding Director, VEMEC, US Department of Veterans Affairs, and Associate Dean of Academic Affairs and Chair, Division of Health Services Management and Policy, College of Public Health, The Ohio State University
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