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Quick KK, Danciu TE, Ramaswamy V, Dehghan M, Haley CM, Godley LW, Snay S, Horvath Z. Oral health educators' reflections on teaching 2022 and beyond. J Dent Educ 2024; 88:1073-1082. [PMID: 38558033 DOI: 10.1002/jdd.13534] [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: 10/24/2023] [Revised: 02/29/2024] [Accepted: 03/14/2024] [Indexed: 04/04/2024]
Abstract
INTRODUCTION The global pandemic prompted changes in health science education affecting both teaching and learning. This multi-institutional study assesses the near-term implications of these changes on faculty and faculty development. The project goals were to: (1) describe faculty experiences of teaching during the pandemic; (2) identify ways to sustain new pedagogical approaches, (3) describe the types of support faculty members need, and (4) offer recommendations to enhance oral health professions education. METHODS A mixed-method approach using exploratory sequential design was conducted in two phases collecting qualitative and quantitative data. Focus group participants included didactic, pre-clinical, and clinical faculty in dental school (DMD/DDS), dental hygiene and dental therapy programs, and also faculty members serving in administrative roles in these programs (N = 37). One hundred forty-four faculty participated in the multi-institutional follow-up survey. RESULTS Focus group and survey results led to 14 recommendations (nine structural and five individual) for oral health profession institutions and educators. CONCLUSION Oral health profession education faculty were dramatically impacted by the pandemic and new faculty development needs were identified. Traditional faculty development topics and practices may be no longer applicable in the post-COVID-19 environment. Additionally, the pandemic stimulated creative approaches for curriculum design, teaching, and assessment in oral health profession education. Strategies need to be implemented to sustain these innovations.
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Affiliation(s)
- Karin K Quick
- Department of Primary Dental Care, School of Dentistry, University of Minnesota, Minneapolis, Minnesota, USA
| | - Theodora E Danciu
- Department of Periodontics and Oral Medicine, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Vidya Ramaswamy
- Department of Curriculum Evaluation and Promotion of Teaching and Learning, School of Dentistry, University of Michigan, Ann Arbor, Michigan, USA
| | - Mojdeh Dehghan
- Department of General Dentistry, College of Dentistry, University of Tennessee Health Sciences Center, Memphis, Tennessee, USA
| | - Colin M Haley
- Department of Oral Medicine and Diagnostic Sciences, College of Dentistry, University of Illinois at Chicago, Chicago, Illinois, USA
| | - Lance W Godley
- Department of Restorative Clinical Sciences, University of Missouri-Kansas City School of Dentistry, Kansas City, Missouri, USA
| | - Sarah Snay
- Program Evaluation Group, University of Michigan, Ann Arbor, Michigan, USA
| | - Zsuzsa Horvath
- Department of Dental Public Health, School of Dental Medicine, University of Pittsburgh, Pittsburgh, Pennsylvania, USA
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Silkens MEWM, Alexander K, Viney R, O'Keeffe C, Taylor S, Noble LM, Griffin A. A national qualitative investigation of the impact of service change on doctors' training during Covid-19. BMC MEDICAL EDUCATION 2023; 23:174. [PMID: 36941665 PMCID: PMC10027255 DOI: 10.1186/s12909-023-04143-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/17/2022] [Accepted: 03/08/2023] [Indexed: 06/18/2023]
Abstract
BACKGROUND The Covid-19 crisis sparked service reconfigurations in healthcare systems worldwide. With postgraduate medical education sitting within these systems, service reconfigurations substantially impact trainees and their training environment. This study aims to provide an in-depth qualitative understanding of the impact of service reconfiguration on doctors' training during the pandemic, identifying opportunities for the future as well as factors that pose risks to education and training and how these might be mitigated. METHODS Qualitative parallel multi-centre case studies examined three Trusts/Health Boards in two countries in the United Kingdom. Data were collected from online focus groups and interviews with trainees and supervisors using semi-structured interview guides (September to December 2020). A socio-cultural model of workplace learning, the expansive-restrictive continuum, informed data gathering, analysis of focus groups and coding. RESULTS Sixty-six doctors participated, representing 25 specialties/subspecialties. Thirty-four participants were male, 26 were supervisors, 17 were specialty trainees and 23 were foundation doctors. Four themes described the impact of pandemic-related service reconfigurations on training: (1) Development of skills and job design, (2) Supervision and assessments, (3) Teamwork and communication, and (4) Workload and wellbeing. Service changes were found to both facilitate and hinder education and training, varying across sites, specialties, and trainees' grades. Trainees' jobs were redesigned extensively, and many trainees were redeployed to specialties requiring extra workforce during the pandemic. CONCLUSIONS The rapid and unplanned service reconfigurations during the pandemic caused unique challenges and opportunities to doctors' training. This impaired trainees' development in their specialty of interest, but also presented new opportunities such as cross-boundary working and networking.
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Affiliation(s)
- M E W M Silkens
- Research Department of Medical Education (RDME), UCL Medical School, University College London, The Directorate, 74 Huntley Street, London, WC1E 6AU, UK
- Centre for Healthcare Innovation Research, Department of Health Services Research and Management, City University of London, London, UK
| | - K Alexander
- Research Department of Medical Education (RDME), UCL Medical School, University College London, The Directorate, 74 Huntley Street, London, WC1E 6AU, UK
- School of Medicine, University of Dundee, Dundee, UK
| | - R Viney
- Research Department of Medical Education (RDME), UCL Medical School, University College London, The Directorate, 74 Huntley Street, London, WC1E 6AU, UK
| | - C O'Keeffe
- UCL Medical School, University College London, London, UK
| | - S Taylor
- Institute of Education, University College London, London, UK
| | - L M Noble
- UCL Medical School, University College London, London, UK
| | - A Griffin
- Research Department of Medical Education (RDME), UCL Medical School, University College London, The Directorate, 74 Huntley Street, London, WC1E 6AU, UK.
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Let's Talk About It: A Narrative Review of Digital Approaches for Disseminating and Communicating Health Research and Innovation. JOURNAL OF PUBLIC HEALTH MANAGEMENT AND PRACTICE 2022; 28:541-549. [PMID: 35703285 DOI: 10.1097/phh.0000000000001518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/25/2022]
Abstract
Best health practice and policy are derived from research, yet the adoption of research findings into health practice and policy continues to lag. Efforts to close this knowledge-to-action gap can be addressed through knowledge translation, which is composed of knowledge synthesis, dissemination, exchange, and application. Although all components warrant investigation, improvements in knowledge dissemination are particularly needed. Specifically, as society continues to evolve and technology becomes increasingly present in everyday life, knowing how to share research findings (with the appropriate audience, using tailored messaging, and through the right digital medium) is an important component towards improved health knowledge translation. As such, this article presents a review of digital presentation formats and communication channels that can be leveraged by health researchers, as well as practitioners and policy makers, for knowledge dissemination of health research. In addition, this article highlights a series of additional factors worth consideration, as well as areas for future direction.
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Blankenburg R, Gonzalez del Rey J, Aylor M, Frohna JG, McPhillips H, Myers RE, Waggoner-Fountain LA, Degnon L, Poitevien P. The Impact of the COVID-19 Pandemic on Pediatric Graduate Medical Education: Lessons Learned and Pathways Forward. ACADEMIC MEDICINE : JOURNAL OF THE ASSOCIATION OF AMERICAN MEDICAL COLLEGES 2022; 97:S35-S39. [PMID: 34817400 PMCID: PMC8855778 DOI: 10.1097/acm.0000000000004532] [Citation(s) in RCA: 13] [Impact Index Per Article: 6.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/01/2023]
Abstract
In this article, the authors describe the impact of the COVID-19 pandemic on pediatric graduate medical education (GME), including the impact on clinical experiences for trainees, teaching methods used, trainee wellness, GME leader wellness and support, and the traditional interview process. A thorough literature review was done to identify impacts of the COVID-19 pandemic on pediatric GME. In addition, information was collected through Association of Pediatric Program Directors virtual cafes and conferences. Positive changes for GME from the COVID-19 pandemic included: the rapid transition to telehealth; asynchronous learning allowing for increased cross-program collaboration; innovative online teaching modalities; increased flexibility and decreased cost of online recruitment; and shared innovations across pediatric GME. Challenging aspects of the COVID-19 pandemic included: decreased learning about common childhood illnesses, such as bronchiolitis, acute otitis media, and influenza; decreased patient volumes and patient complexity in clinics and inpatient wards, leading to less practice developing efficiency, time management, and triaging skills; and an increased burden on trainees, including moral distress and decreased support from one another and other social supports. The COVID-19 pandemic has highlighted important opportunities in U.S. educational systems. As medical educators move forward, it will be important to learn from these while mitigating the negative impacts.
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Affiliation(s)
- Rebecca Blankenburg
- R. Blankenburg is president, Association of Pediatric Program Directors, and associate chair of education and clinical professor, Stanford University School of Medicine, Palo Alto, California
| | - Javier Gonzalez del Rey
- J. Gonzalez del Rey is past president, Association of Pediatric Program Directors, and associate chair for education and professor, Cincinnati Children’s Hospital Medical Center, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Megan Aylor
- M. Aylor is secretary-treasurer, Association of Pediatric Program Directors, director, Pediatrics Residency Program, and associate professor, Oregon Health & Science University, Portland, Oregon
| | - John G. Frohna
- J.G. Frohna is a past member-at-large, Association of Pediatric Program Directors Board, vice chair of education and director, Pediatrics Residency Program, and professor, University of Wisconsin School of Medicine and Public Health, Madison, Wisconsin
| | - Heather McPhillips
- H. McPhillips is a member-at-large, Association of Pediatric Program Directors Board, director, Pediatrics Residency Program, and professor, Seattle Children’s Hospital, University of Washington, Seattle, Washington
| | - Ross E. Myers
- R.E. Myers is a member-at-large, Association of Pediatric Program Directors Board, associate director, Pediatrics Residency Program, and associate professor, Rainbow Babies and Children’s Hospital, Cleveland, Ohio
| | - Linda A. Waggoner-Fountain
- L.A. Waggoner-Fountain is a member-at-large, Association of Pediatric Program Directors Board, associate director, Pediatrics Residency Program, and professor, University of Virginia School of Medicine, Charlottesville, Virginia
| | - Laura Degnon
- L. Degnon is executive director, Association of Pediatric Program Directors, McLean, Virginia
| | - Patricia Poitevien
- P. Poitevien is president-elect, Association of Pediatric Program Directors, director, Residency Program, and assistant professor, Hasbro Children’s Hospital, Warren Alpert Medical School of Brown University, Providence, Rhode Island
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Klein M, Hanson E, Lichtenstein C, Mogilner L, Falusi O, Tolliver DG, Lungelow L, Chamberlain L. Poverty Related Education in Pediatrics: Current State, Gaps and Call to Action. Acad Pediatr 2021; 21:S177-S183. [PMID: 34740426 DOI: 10.1016/j.acap.2021.02.006] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 10/01/2020] [Revised: 01/27/2021] [Accepted: 02/03/2021] [Indexed: 11/29/2022]
Abstract
Children are the poorest age group in our country, with 1 in 6, or 12 million, living in poverty. This sobering statistic became even more appalling in spring 2020 when COVID-19 magnified existing inequities. These inequities are particularly important to pediatricians, because poverty, along with racism and other interrelated social factors, significantly impact overall child health and well-being. It is imperative that pediatric educators redouble their efforts to train learners to recognize and address health inequities related to poverty and all of its counterparts. In this paper, we describe the current state of poverty-related training in pediatric undergraduate, graduate, and continuing medical education as well as opportunities for growth. We highlight gaps in the current curricula, particularly around the intersectionality between poverty and racism, as well as the need for robust evaluation. Using a logic model framework, we outline content, learning strategies, and outcomes for poverty-related education. We include opportunities for the deployment of best practice learning strategies and the incorporation of newer technologies to deliver the content. We assert that collaboration with community partners is critical to shape the depth and breadth of education. Finally, we emphasize the paramount need for high-quality faculty development and accessible career paths to create the cadre of role models and mentors necessary to lead this work. We conclude with a call for collaboration between institutions, accrediting bodies, and policymakers to promote meaningful, outcome-oriented, poverty-related education, and training throughout the medical education continuum.
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Affiliation(s)
- Melissa Klein
- Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine (M Klein), Cincinnati, Ohio.
| | - Elizabeth Hanson
- Joe R. and Teresa Lozano Long School of Medicine, UT Health San Antonio (E Hanson), San Antonio, Tex
| | - Cara Lichtenstein
- The George Washington University School of Medicine and Health Sciences, Children's National Hospital (C Lichtenstein), Washington, DC
| | - Leora Mogilner
- Icahn School of Medicine at Mount Sinai, Kravis Children's Hospital (L Mogilner), New York, NY
| | - Olanrewaju Falusi
- The George Washington University School of Medicine and Health Sciences, Children's National Hospital (O Falusi), Washington, DC
| | - Destiny G Tolliver
- Yale National Clinician Scholars Program, Yale School of Medicine (DG Tolliver), New Haven, Conn
| | - Lisha Lungelow
- Cincinnati Children's Hospital Medical Center (L Lungelow), Cincinnati, Ohio
| | - Lisa Chamberlain
- Stanford University School of Medicine (L Chamberlain), Stanford, Calif
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Frohna JG, Waggoner-Fountain LA, Edwards J, Fussell JJ, Wueste B, Gigante J, Vinci RJ, Heitkamp NM, Neelakantan MK, Degnon LE, Blankenburg RL. National Pediatric Experience With Virtual Interviews: Lessons Learned and Future Recommendations. Pediatrics 2021; 148:peds.2021-052904. [PMID: 34330864 DOI: 10.1542/peds.2021-052904] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/26/2021] [Indexed: 11/24/2022] Open
Abstract
The coronavirus disease 2019 pandemic significantly impacted undergraduate and graduate medical education and created challenges that prevented a traditional approach to residency and fellowship recruitment and interviews. Early in the pandemic, the pediatric education community came together to support applicants and training programs and to foster an equitable recruitment process. We describe many of our community's innovations, including the use of virtual cafés to educate programs and highlight best practices for virtual recruitment and the use of regional webinars to highlight residency programs and provide information to applicants. Surveys of applicants and programs suggest that the virtual interview process worked well overall, with applicants and programs saving both time and money and programs maintaining a high rate of filling their positions. On the basis of this experience, we highlight the strengths and weaknesses of 3 potential models for future interview seasons. We close with a series of questions that need further investigation to create an effective and equitable recruitment process for the future.
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Affiliation(s)
- John G Frohna
- Departments of Pediatrics and Medicine, School of Medicine and Public Health, University of Wisconsin, Madison, Wisconsin
| | | | | | - Jill J Fussell
- University of Arkansas for Medical Sciences, Little Rock, Arkansas
| | - Beth Wueste
- Department of Pediatrics, University of Texas Health, San Antonio, Texas
| | - Joseph Gigante
- Vanderbilt University Medical Center, Nashville, Tennessee
| | | | - Nicholas M Heitkamp
- Department of Pediatrics, Eastern Virginia Medical School, Norfolk, Virginia
| | - Mekala K Neelakantan
- Department of Pediatrics, University of Michigan Medical School, Ann Arbor, Michigan
| | - Laura E Degnon
- Association of Pediatric Program Directors, McLean, Virginia
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Thom ML, Kimble BA, Qua K, Wish‐Baratz S. Is remote near-peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid-19 pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:552-561. [PMID: 34268899 PMCID: PMC8426839 DOI: 10.1002/ase.2122] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/01/2020] [Revised: 06/23/2021] [Accepted: 07/13/2021] [Indexed: 05/11/2023]
Abstract
In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula into online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (±SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06/5.00 for the class of 2023 and 3.57/5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.
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Affiliation(s)
- Mitchell L. Thom
- Case Western Reserve University School of MedicineClevelandOhioUSA
| | - Blair A. Kimble
- Case Western Reserve University School of MedicineClevelandOhioUSA
| | - Kelli Qua
- Office of Curricular Affairs and AssessmentCase Western Reserve University School of MedicineClevelandOhioUSA
- Clinical and Translational Science CollaborativeCase Western Reserve University School of MedicineClevelandOhioUSA
| | - Susanne Wish‐Baratz
- Department of AnatomyCase Western Reserve University School of MedicineClevelandOhioUSA
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Baptiste YM. Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid-19 Pandemic. ANATOMICAL SCIENCES EDUCATION 2021; 14:399-407. [PMID: 33961346 PMCID: PMC8239895 DOI: 10.1002/ase.2098] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/22/2021] [Revised: 04/29/2021] [Accepted: 05/03/2021] [Indexed: 05/21/2023]
Abstract
This article explores the effects of the coronavirus disease 2019 (Covid-19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid-19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.
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Affiliation(s)
- Yvonne M. Baptiste
- Division of Science, Health, and MathematicsNiagara County Community CollegeSanbornNew York
- Curriculum, Instruction, and the Science of Learning PhD ProgramState University of New York at BuffaloBuffaloNew York
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Daniel M, Gordon M, Patricio M, Hider A, Pawlik C, Bhagdev R, Ahmad S, Alston S, Park S, Pawlikowska T, Rees E, Doyle AJ, Pammi M, Thammasitboon S, Haas M, Peterson W, Lew M, Khamees D, Spadafore M, Clarke N, Stojan J. An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64. MEDICAL TEACHER 2021; 43:253-271. [PMID: 33496628 DOI: 10.1080/0142159x.2020.1864310] [Citation(s) in RCA: 120] [Impact Index Per Article: 40.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/12/2023]
Abstract
BACKGROUND COVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19; however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. METHODS The authors followed the five stages of a scoping review outlined by Arskey and O'Malley. Four online databases and MedEdPublish were searched. Two authors independently screened titles, abstracts and full texts. Included articles described developments in medical education deployed in response to COVID-19 and reported outcomes. Data extraction was completed by two authors and synthesized into a variety of maps and charts. RESULTS One hundred twenty-seven articles were included: 104 were from North America, Asia and Europe; 51 were undergraduate, 41 graduate, 22 continuing medical education, and 13 mixed; 35 were implemented by universities, 75 by academic hospitals, and 17 by organizations or collaborations. The focus of developments included pivoting to online learning (n = 58), simulation (n = 24), assessment (n = 11), well-being (n = 8), telehealth (n = 5), clinical service reconfigurations (n = 4), interviews (n = 4), service provision (n = 2), faculty development (n = 2) and other (n = 9). The most common Kirkpatrick outcome reported was Level 1, however, a number of studies reported 2a or 2b. A few described Levels 3, 4a, 4b or other outcomes (e.g. quality improvement). CONCLUSIONS This scoping review mapped the available literature on developments in medical education in response to COVID-19, summarizing developments and outcomes to serve as a guide for future work. The review highlighted areas of relative strength, as well as several gaps. Numerous articles have been written about remote learning and simulation and these areas are ripe for full systematic reviews. Telehealth, interviews and faculty development were lacking and need urgent attention.
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Affiliation(s)
- Michelle Daniel
- Emergency Medicine, School of Medicine, University of California San Diego, La Jolla, CA, USA
| | - Morris Gordon
- Blackpool Victoria Hospital, Blackpool, UK
- School of Medicine, University of Central Lancashire, Lancashire, UK
| | | | - Ahmad Hider
- University of Michigan Medical School, Ann Arbor, MI, USA
| | - Cameron Pawlik
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | | | - Sebastian Alston
- Division of Clinical Sciences, Alabama College of Osteopathic Medicine, Dothan, AL, USA
| | - Sophie Park
- Primary Care and Population Health, University College London Medical School, London, UK
| | - Teresa Pawlikowska
- Health Professions Education Centre (HPEC), Royal College of Surgeons University of Medicine and Health Sciences, Dublin, Ireland
| | - Eliot Rees
- Primary Care and Population Health, University College London Medical School, London, UK
- School of Medicine, Keele University, Keele, UK
| | - Andrea Jane Doyle
- Health Professions Education Centre (HPEC), Royal College of Surgeons University of Medicine and Health Sciences, Dublin, Ireland
| | - Mohan Pammi
- Department of Pediatrics, Texas Children's Hospital, Houston, TX, USA
| | - Satid Thammasitboon
- Department of Pediatrics, Texas Children's Hospital, Houston, TX, USA
- Baylor College of Medicine, Houston, TX, USA
| | - Mary Haas
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Madelyn Lew
- University of Michigan Medical School, Ann Arbor, MI, USA
| | - Deena Khamees
- University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Nicola Clarke
- Primary Care and Population Health, University College London Medical School, London, UK
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Pitt MB, Li STT, Klein M. Novel Educational Responses to COVID-19: What is Here to Stay? Acad Pediatr 2020; 20:733-734. [PMID: 32512051 PMCID: PMC7274945 DOI: 10.1016/j.acap.2020.06.002] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/31/2020] [Accepted: 06/01/2020] [Indexed: 11/24/2022]
Affiliation(s)
- Michael B. Pitt
- Division of Pediatric Hospital Medicine, Department of Pediatrics, University of Minnesota School of Medicine & Masonic Children's Hospital (MB Pitt), Minneapolis, Minn,Address correspondence to Michael B. Pitt, MD, Department of Pediatrics, University of Minnesota School of Medicine & Masonic Children's Hospital,
- 6th Floor S Bldg, 657
- 2450 Riverside Ave, Minneapolis, MN 55454
| | - Su-Ting Terry Li
- Division of Pediatric Hospital Medicine, Department of Pediatrics, University of California Davis (S-T Terry), Sacramento, Calif
| | - Melissa Klein
- Division of General and Community Pediatrics, Cincinnati Children's Hospital Medical Center (M Klein), Cincinnati, Ohio,Department of Pediatrics, University of Cincinnati College of Medicine (M Klein), Cincinnati, Ohio
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