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Aboytes M, Cody M, Laseinde E, Hall J, Soltys S, Beadle B, Kidd E, Qian Y, Koong AC, Chang D, Le QT, Pollom EL. The Assistant Clinical Research Coordinator Program: A Pathway for Recruitment in Radiation Oncology. Adv Radiat Oncol 2024; 9:101504. [PMID: 38846487 PMCID: PMC11153048 DOI: 10.1016/j.adro.2024.101504] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/27/2023] [Accepted: 03/16/2024] [Indexed: 06/09/2024] Open
Abstract
Purpose Recruiting prospective physicians to radiation oncology can be challenging, because of limited familiarity with the field. The Assistant Clinical Research Coordinator (ACRC) program can help provide trainees early exposure to radiation oncology. Methods and Materials The ACRC program involves hiring a college graduate to provide administrative and research support for faculty members. The program was developed with our institution's clinical trials office, which provided guidance on regulatory compliance and training. A structured selection process identifies top candidates, and a rigorous onboarding process ensures smooth transitions between ACRCs. We report characteristics and outcomes of ACRC employees and surveyed them to assess their program experience using a Likert scale. Results From 2005 to 2023, the ACRC program paired 73 ACRCs with faculty. Most faculty (68%) are currently supported by ACRCs. In 2023, 113 applications were received for 4 positions. ACRCs have contributed to research publications (293 as coauthors and 43 as first authors) and taken on leadership roles in the department. Most program alumni have attended medical school (34 of 64 program graduates; 53%). Eight have chosen to specialize in radiation oncology (13%; 2 applying into radiation oncology, 1 in residency, and 5 attendings). Of the 25% of alumni who responded to our survey, 77% responded that the mentorship provided by the ACRC program was very or extremely effective in guiding their academic development. All respondents rated the research opportunities as good or excellent, and 77% rated the clinical experience opportunities as good or excellent. Most (77%) reported that the ACRC program had substantial or significant influence on their choice of career path. Conclusions The ACRC program provides an opportunity to address recruitment challenges in radiation oncology by offering early exposure to the field, clinical research skills, and mentorship. With the strong interest in our job posting this year, there is potential to expand this program to other institutions.
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Affiliation(s)
| | - Melissa Cody
- Stanford School of Medicine, Palo Alto, California
| | | | | | - Scott Soltys
- Stanford School of Medicine, Palo Alto, California
| | - Beth Beadle
- Stanford School of Medicine, Palo Alto, California
| | | | - Yushen Qian
- Stanford School of Medicine, Palo Alto, California
| | | | | | - Quynh-Thu Le
- Stanford School of Medicine, Palo Alto, California
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Na SJ, Yoon BY, Yeo S. The change of the COVID-19 pandemic on medical education in Korea: a national survey of medical schools. KOREAN JOURNAL OF MEDICAL EDUCATION 2023; 35:349-361. [PMID: 38062682 PMCID: PMC10704045 DOI: 10.3946/kjme.2023.272] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/12/2023] [Revised: 08/18/2023] [Accepted: 09/08/2023] [Indexed: 12/18/2023]
Abstract
PURPOSE This study aims to investigate how medical schools in Korea managed their academic affairs and student support in response to the coronavirus disease 2019 (COVID-19) pandemic and their plans for the post-COVID-19 era. METHODS An online survey was conducted, and a link to a questionnaire was distributed to all the administrators of the 40 medical schools in Korea. The final analysis data involved responses from 33 medical schools and 1,342 students. Frequency analysis, cross-tabulation analysis, Fisher's exact test, and one-way analysis of variance were applied for statistical analysis. RESULTS Regarding instruction methods, most medical schools in Korea transitioned from in-person learning to video-on-demand learning (51.5%) and real-time online learning (42.4%). Among the school leaders, 36.4% planned to continue offering online classes combined with in-person classes beyond the end of the pandemic. Among the students, the online class concentration and participation score was 3.0 points or lower, but the class understanding score was 3.6 points, above a moderate level. CONCLUSION Students cited the shorter times needed to attend school and being able to take classes repeatedly as advantages of online classes, and over one-third of medical schools intended to continue with a hybrid of in-person and online learning even after the COVID-19 pandemic restrictions end.
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Affiliation(s)
- Seung-Joo Na
- Department of Medical Education, CHA University School of Medicine, Pocheon, Korea
| | - Bo Young Yoon
- Department of Internal Medicine, Inje University College of Medicine, Busan, Korea
| | - Sanghee Yeo
- Department of Medical Humanities and Medical Education, School of Medicine, Kyungpook National University, Daegu, Korea
- Kyungpook National University Hospital, Daegu, Korea
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Akhras A, ElSaban M, Tamil Selvan V, Alzaabi SZ, Senok A, Zary N, Ho SB. An Inquiry-Based Distance Learning Tool for Medical Students Under Lockdown ("COVID-19 Rounds"): Cross-Sectional Study. JMIR MEDICAL EDUCATION 2023; 9:e40264. [PMID: 37856734 PMCID: PMC10629505 DOI: 10.2196/40264] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/14/2022] [Revised: 01/31/2023] [Accepted: 06/12/2023] [Indexed: 10/21/2023]
Abstract
BACKGROUND The COVID-19 pandemic presented significant challenges to both clinical practice and the delivery of medical education. Educators and learners implemented novel techniques, including distance learning and web-based rounds, while trying to stay updated with the surge of information regarding COVID-19 epidemiology, pathogenesis, and treatment. Hence, we designed and implemented a technologically enhanced course called "COVID-19 Rounds" to educate students about the rapidly evolving pandemic. OBJECTIVE The objectives of this study are to describe a technologically enhanced course called "COVID-19 Rounds" and evaluate the following: (1) student satisfaction and program usefulness in achieving preset objectives, (2) perceived improvement in literacy regarding the pandemic, and (3) the impact of student engagement by designing infographics and initiating COVID-19-related research projects. METHODS This is a cross-sectional study measuring the impact of the implementation of the web-based "COVID-19 Rounds" course. This program included web-based clinical experiences with physicians on actual rounds in COVID-19 wards in the hospital, weekly updates on evolving data and new research, and engagement in student-led projects. The study population included 47 fourth-year medical students at the Mohamed Bin Rashid University of Medicine and Health Sciences in Dubai, the United Arab Emirates, who attended the course. We designed and administered a 47-item survey to assess student satisfaction, program usefulness, impact on knowledge, and student engagement. Data were collected at the end of program delivery via Microsoft Forms. RESULTS In total, 38 (81%) out of 47 fourth-year medical students participated in this study. The final course evaluation revealed an overall high satisfaction rate, with a mean rating of 3.9 (SD 0.94) on the 5-point Likert scale. Most students were satisfied with the course format (27/38, 71%), organization (31/38, 82%), and the learning experience (28/38, 74%) that the course offered. The course was particularly appreciated for offering evidence-based talks about aspects of the pandemic (34/38, 90%), providing weekly updates regarding emerging evidence (32/38, 84%), and enhancing understanding of the challenges of the pandemic (34/38, 90%). Satisfaction with distance learning was moderate (23/37, 62%), and a minority of students would have preferred an in-person version of the course (10/37, 27%). Student engagement in the course was high. All students participated in small group presentations of infographics of pandemic-related topics. Perceived advantages included conciseness and visual appeal, and disadvantages included the lack of detail and the time-consuming nature of infographic design, especially for students with no prior design experience. After the course ended, 27 (57%) students began research projects. This resulted in 6 abstracts presented at local meetings and 8 scientific papers published or submitted for publication. CONCLUSIONS This inquiry-based adaptive approach to educating medical students about updates on COVID-19 via web-based learning was successful in achieving objectives and encouraging engagement in research. However, shortcomings of the course related to the lack of in-person teaching and clinical activities were also highlighted.
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Affiliation(s)
- Aya Akhras
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Mariam ElSaban
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Varshini Tamil Selvan
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Shaika Zain Alzaabi
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Abiola Senok
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Nabil Zary
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
| | - Samuel B Ho
- College of Medicine, Mohammed Bin Rashid University of Medicine and Health Sciences, Dubai, United Arab Emirates
- Department of Medicine, Mediclinic City Hospital, Dubai Healthcare City, Dubai, United Arab Emirates
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Shoaib MH, Sikandar M, Yousuf RI, Parkash M, Kazmi SJH, Ahmed FR, Ahmed K, Saleem MT, Zaidi SH. Graduate and postgraduate educational challenges during the COVID-19 pandemic period: its impact and innovations-a scoping review. Syst Rev 2023; 12:195. [PMID: 37833820 PMCID: PMC10571448 DOI: 10.1186/s13643-023-02359-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/10/2023] [Accepted: 09/25/2023] [Indexed: 10/15/2023] Open
Abstract
BACKGROUND The coronavirus disease 2019 (COVID-19) pandemic has transformed the global view of education, including graduate and postgraduate education making the development of an alternative approach in times of social isolation an academic imperative. The present review aims to investigate the challenges experienced among undergraduate and postgraduate education and the strategies adopted to address these challenges during the pandemic. METHOD The preferred reporting items for the systematic review and meta-analyses extension for Scoping Reviews (PRISMA-ScR) were followed. The aim was to include journal articles published in the English language that discussed the influence of the pandemic on educational processes and applied innovative approaches as a solution to educational challenges. From January to August 2020, PubMed, EMBASE, and Google Scholar were searched for articles, yielding 10,019 articles. Two groups of authors examined the retrieved articles separately to avoid any risk of bias. The title and abstract of the articles were used for scrutiny, followed by full-text screening based on the established inclusion and exclusion criteria. The facts and findings of the studies were also discussed based on per capita income, literacy rate, and Internet accessibility. RESULTS Thirty of the obtained articles were included in the study. The selected articles were from North and South/Latin America, Asia & Pacific, South Africa, and Europe regions. Nineteen of the selected articles dealt with undergraduate education, ten with postgraduate, and one with both groups. The affordability of digital devices and the availability of Internet services were the major challenges for low- and middle-income economies. The ZOOM platform has been adopted by more than 90% of the education systems. CONCLUSION Means of communication, including visual media, digitized content, and other web-based platforms, have been recognized as efficient learning and training tools, but have not been fully accessible for mass application and use due to the lack of availability of resources, their cost, and insufficient training among the users. In light of this review, it is suggested that harmonized and collaborative efforts should be made to develop cost-effective and user-friendly tools to overcome the current challenges and prevent future educational crises. SYSTEMIC REVIEW REGISTRATION The review was not registered.
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Affiliation(s)
- Muhammad Harris Shoaib
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan.
| | - Muhammad Sikandar
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan
| | - Rabia Ismail Yousuf
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan
| | - Monica Parkash
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan
| | - Syed Jamil Hassan Kazmi
- Department of Geography, Faculty of Science, University of Karachi, Karachi, 75270, Pakistan
| | - Farrukh Rafiq Ahmed
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan
| | - Kamran Ahmed
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan
| | - Muhammad Talha Saleem
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan
| | - Syeda Hina Zaidi
- Department of Pharmaceutics, Faculty of Pharmacy and Pharmaceutical Sciences, University of Karachi, Karachi, 75270, Pakistan
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Gunther JR, De La Cruz D, Boyce-Fappiano D, Ponnie AE, Smith L, Holliday EB, Bishop AJ, Choi SL, Koong AC, Das P, Pinnix CC. Implementation and Assessment of an Informal Virtual Elective for Medical Student Radiation Oncology Exploration During the COVID19 Pandemic: a Brief Report. JOURNAL OF CANCER EDUCATION : THE OFFICIAL JOURNAL OF THE AMERICAN ASSOCIATION FOR CANCER EDUCATION 2023; 38:344-348. [PMID: 35013900 DOI: 10.1007/s13187-021-02122-y] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 11/30/2021] [Indexed: 06/14/2023]
Abstract
Subspecialty exposure during medical school can be limited. Moreover, the COVID19 pandemic prevented most onsite elective medical student (MS) rotations during 2020. Therefore, we sought to create and assess the efficacy of an informal virtual elective (IVE) for MSs to explore radiation oncology (RO) at our institution. We created IVE activities including invitations to resident didactics, a faculty lecture series, and interactive virtual events with residents and faculty. MSs were offered RO resident and faculty mentors and the opportunity to deliver a lecture. Pre- and post-IVE evaluation surveys were sent to 27 4th year MSs. Surveys utilized importance ordering (1=most important; reported as median (interquartile range), free response, and Likert-type questions (5 = extremely, 1=not at all). Our IVE, held from July to October 2020, had a median of 11 students (range 7-18) attend each activity. Pre- and post-IVE surveys were completed by 22/27 (81%) and 20/27 (74%) MSs, respectively. In pre-IVE, MSs reported participating in the IVE for faculty/resident interaction (1.5 [1, 2]), networking (3 [2, 3]), and learning (4 [3-5]). In post-IVE, MSs reported benefit from faculty mentors (5 [4, 5]), delivering a presentation (5 [3-5]), and faculty lectures (4.5 [4, 5]). In post-IVE, MSs preferred a full onsite away elective (16, 80%) over an official virtual elective (1, 5%) or IVE (3, 15%). Overall, MSs reported that the IVE provided an adequate introduction to RO at our institution (4 [4, 5]). Alternative virtual elective experiences allow MSs to informally evaluate medical subspecialties and could be offered even if formal elective opportunities are available.
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Affiliation(s)
- Jillian R Gunther
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA.
| | - Denise De La Cruz
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - David Boyce-Fappiano
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Annette Eakes Ponnie
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Letericia Smith
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Emma B Holliday
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Andrew J Bishop
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Seungtaek L Choi
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Albert C Koong
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Prajnan Das
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
| | - Chelsea C Pinnix
- Department of Radiation Oncology, The University of Texas MD Anderson Cancer Center, Unit 0097, 1515 Holcombe Blvd, Houston, TX, USA
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Zeitlin BD, Sadhak ND. Attitudes of an international student cohort to the Quizlet study system employed in an advanced clinical health care review course. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 28:3833-3857. [PMID: 36210912 PMCID: PMC9529323 DOI: 10.1007/s10639-022-11371-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 06/03/2022] [Accepted: 09/22/2022] [Indexed: 06/16/2023]
Abstract
UNLABELLED Computer-based learning applications and mobile technology have transformed many aspects of the educational experience over the last decade, producing software aimed at improving learning efficiency and streamlining the presentation of course materials. One such class of software, purpose-created to take advantage of spaced learning and spaced testing principles, are electronic flashcard applications. We provide a perspective on the novel use of the Quizlet flashcard application in a tertiary educational setting. To reduce cognitive load for international graduate dental students taking a pharmacology review course, we implemented Quizlet, which integrates both spaced learning and self-testing, to improve the student learning experience. This study assessed students' perceptions of the Quizlet flashcard system in a student cohort comprised of two consecutive years' classes (n = 51 students in total). Results indicated broad acceptance of Quizlet based on ease of use of the software and ease of study of the material. Our data provide insight into the use of this common software in a professional healthcare tertiary education setting and further demonstrate the successful application of electronic flashcards for a mixed international student cohort. Further research should include an assessment of the impact of flashcard on long-term knowledge retention in this setting. SUPPLEMENTARY INFORMATION The online version contains supplementary material available at 10.1007/s10639-022-11371-3.
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Affiliation(s)
- Benjamin D. Zeitlin
- Arthur A. Dugoni School of Dentistry, University of the Pacific, CA 94103 San Francisco, USA
| | - Nishanth D. Sadhak
- Arthur A. Dugoni School of Dentistry, University of the Pacific, CA 94103 San Francisco, USA
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Oertel M, Pepper NB, Schmitz M, Becker JC, Eich HT. Digital transfer in radiation oncology education for medical students-single-center data and systemic review of the literature. Strahlenther Onkol 2022; 198:765-772. [PMID: 35486128 PMCID: PMC9053120 DOI: 10.1007/s00066-022-01939-w] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/08/2022] [Accepted: 03/24/2022] [Indexed: 12/18/2022]
Abstract
PURPOSE Modern medical education demands innovative, competence-orientated concepts. The forced digital transfer of teaching due to the coronavirus pandemic also affected radiation oncology (RO). The following analysis investigates whether the attractivity of RO teaching at our faculty could be maintained during the pandemic and which possibilities exist to involve students (in active learning). The latter aspect is further elaborated on a broader scale by a systemic review of the literature on competence-orientated digital education. METHODS Evaluation results and participation rates of clinical lectures in radiation oncology (RO) were analyzed between the winter semester 2018/2019 and the summer semester 2021. A systemic review of the literature on digital education in RO for medical students was conducted. RESULTS Concerning evaluation results, a significant improvement for the 7th and 9th semesters was observed in comparison between the pre-pandemic and pandemic semesters (p = 0.046 and p = 0.05, respectively). Overall participation rates did not differ. However, the number of students attending > 75% of classes in the respective semester increased significantly between the pre-pandemic and pandemic period (median values: 38 vs. 79%, p = 0.046; 44 vs. 73%, p = 0.05; 45 vs. 64%, p = 0.05; 41 vs. 77%, p = 0.05; 41 vs. 71%, p = 0.05, for the 6th to 10th semester, respectively). CONCLUSION The analysis demonstrates the possibility of efficient digital transfer of a core curriculum in RO to the digital era, with a more continuous participation of students. This transfer may enable amelioration of teaching quality and the introduction of innovative and interactive concepts in accordance with the literature.
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Affiliation(s)
- Michael Oertel
- Department of Radiation Oncology, University Hospital Muenster, Albert-Schweitzer-Campus 1, building A1, 48149, Muenster, Germany.
| | - Niklas Benedikt Pepper
- Department of Radiation Oncology, University Hospital Muenster, Albert-Schweitzer-Campus 1, building A1, 48149, Muenster, Germany
| | - Martina Schmitz
- Institute of Anatomy and Vascular Biology, University of Muenster, Vesaliusweg 2-4, 48149, Muenster, Germany
| | - Jan Carl Becker
- Department of Medical Education (IfAS), University of Muenster, Albert-Schweitzer-Campus 1, building A6, 48149, Muenster, Germany
| | - Hans Theodor Eich
- Department of Radiation Oncology, University Hospital Muenster, Albert-Schweitzer-Campus 1, building A1, 48149, Muenster, Germany
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Bastos RA, Carvalho DRDS, Brandão CFS, Bergamasco EC, Sandars J, Cecilio-Fernandes D. Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review. MEDICAL TEACHER 2022; 44:187-195. [PMID: 34608845 DOI: 10.1080/0142159x.2021.1973979] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
AIMS The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. METHODS All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. RESULTS 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. CONCLUSIONS Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.
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Affiliation(s)
- Rodrigo Almeida Bastos
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
| | | | | | | | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
| | - Dario Cecilio-Fernandes
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
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Harjanto T, Setiyarini S, Prihatiningsih TS. Clinical Learning in Medical and Health Professions Education amid COVID-19 Pandemic: A Literature Review of Various Methods and Innovations. Open Access Maced J Med Sci 2021. [DOI: 10.3889/oamjms.2021.7845] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/05/2022] Open
Abstract
BACKGROUND: COVID-19 has caused disruption to medical education and health care systems around the world. The highly contagious nature of the virus makes it difficult for educational institutions to continue their studies as usual, thus affecting the medical and health professions education which is based on face-to-face lectures, practicum, skills laboratories, and clinical practice in health facilities.
AIM: This paper discovers clinical learning initiatives across the globe and highlights the contribution toward educational processes.
METHODOLOGY: This study utilized an integrated literature review method. A systematic search for articles published was performed in Springer, ScienceDirect, PubMed, and EBSCOHost. Primary search monetary terms were e-learning (all synonyms) and health sciences education (all synonyms), including COVID-19. Articles published within the period of COVID-19 pandemic included in this study. For the synthesis, the 20 included studies selected were coded. In this study, data were synthesized through narrative synthesis using thematic analysis (TA). To identify the recurrent themes author followed six steps when synthesizing data using TA, for example, familiarizing with the data, developing initial (sub) codes, searching for (sub) themes, reviewing (sub) themes, compiling ideas or issues, and producing final data in line with the study aims and objectives.
RESULTS: Out of records identified, a total of citations was screened, of which 20 were found to be of relevance to this study most were quantitative (14.70%) in design. Studies were published in 2020 since the beginning of COVID-19 pandemic. The geographical range of papers covered mostly the moderate-income regions. On conducting TA of the included studies, it was possible to obtain two broad descriptive themes/categories: enablers or drivers of, and barriers or challenges to, under which important themes have emerged.
CONCLUSION: Study suggests that developing e-learning in effective clinical learning is needed, not only limited to moving the learning process but also needing to follow the instructional design, so that learning outcomes can be achieved by students. In addition, a learning process that promotes self-directed-learning is needed so that students have flexibility, use relevant learning styles and are able to integrate knowledge, skills and attitudes as a meaningful learning process.
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Gummerson CE, Lo BD, Porosnicu Rodriguez KA, Cosner ZL, Hardenbergh D, Bongiorno DM, Wainger J, Hu K, Gamaldo C, Salas RME, Romo C, Leung DG. Broadening learning communities during COVID-19: developing a curricular framework for telemedicine education in neurology. BMC MEDICAL EDUCATION 2021; 21:549. [PMID: 34715841 PMCID: PMC8554502 DOI: 10.1186/s12909-021-02979-z] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 02/24/2021] [Accepted: 10/12/2021] [Indexed: 06/13/2023]
Abstract
BACKGROUND In response to the cancellation of clinical clerkships due to COVID-19, the Johns Hopkins (JH) Neurology Education Team developed a virtual elective to enhance medical students' clinical telemedicine skills and foster community between academic institutions. METHODS This two-week clinical elective, entitled "Virtual Patient Rounds in Neurology," was administered once in April 2020 and once in May 2020. The curriculum included attending/fellow-led Virtual Rounds, Student Presentations, and Asynchronous Educational Activities. We also developed a new lecture series entitled JHNeuroChats, which consisted of live synchronous lectures presented by JH faculty and Virtual Visiting Professors. Trainees and faculty from outside institutions were invited to participate in the JHNeuroChats. Students and faculty completed pre- and post-elective surveys to assess the educational impact of the elective. Student's t-tests were used to compare scores between pre- and post-elective surveys. RESULTS Seven JH medical students enrolled in each iteration of the elective, and an additional 337 trainees and faculty, representing 14 different countries, registered for the JHNeuroChats. We hosted 48 unique JHNeuroChats, 32 (66.7%) of which were led by invited Virtual Visiting Professors. At the end of the elective, students reported increased confidence in virtually obtaining a history (P < 0.0001) and performing a telehealth neurological physical exam (P < 0.0001), compared to the start of the course. In addition, faculty members reported increased confidence in teaching clinical medicine virtually, although these findings were not statistically significant (P = 0.15). CONCLUSIONS Despite the constraints imposed by COVID-19, this virtual Neurology elective increased medical students' confidence in certain telemedicine skills and successfully broadened our learning community to encompass learners from around the world. As virtual medical education becomes more prevalent, it is important that we are intentional in creating opportunities for shared learning across institutions. We believe that this elective can serve as a model for these future educational collaborations.
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Affiliation(s)
- Christine E Gummerson
- Department of Neurology, Yale University School of Medicine, New Haven, CT, USA
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Brian D Lo
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | | | - Zoe L Cosner
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Dylan Hardenbergh
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Diana M Bongiorno
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Julia Wainger
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Katherine Hu
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Charlene Gamaldo
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Rachel M E Salas
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Carlos Romo
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA
| | - Doris G Leung
- Department of Neurology, The Johns Hopkins University School of Medicine, Baltimore, MD, USA.
- Center for Genetic Muscle Disorders, Kennedy Krieger Institute, 707 North Broadway, Room 400A, Baltimore, MD, 21205, USA.
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11
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Giordano L, Cipollaro L, Migliorini F, Maffulli N. Impact of Covid-19 on undergraduate and residency training. Surgeon 2021; 19:e199-e206. [PMID: 33248923 PMCID: PMC7659986 DOI: 10.1016/j.surge.2020.09.014] [Citation(s) in RCA: 34] [Impact Index Per Article: 11.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 09/21/2020] [Indexed: 11/22/2022]
Abstract
BACKGROUND The covid-19 pandemic has dramatically changed lives of residents and medical students. In particular, the learning process has undergone widely changes, especially due to the rules of social distancing which have forced universities and various institutes to modify lessons, work shifts and internships. PURPOSE The purpose of our review is to evaluate how the various institutes have faced the covid-19 emergency and guaranteed the perpetuation of the learning process of resident and students. METHODS A comprehensive search of the medical literature in PubMed and Google Scholar was performed including all the works explaining how the institutes have reorganized teaching for resident and undergraduate students. MAIN FINDINGS The use of internet for the dissemination of teaching material and educational meetings has built bridges, albeit virtual, between resident and teachers. New techniques for teaching and conducting exams have been introduced. The rotating team system allowed the continuation of the teaching activity in safety. CONCLUSION Thanks to remodulation of the teach modalities, the massive use of internet platforms, a wise distribution of work shifts, and others, universities and hospitals have not only reduced the impact on the learning process of resident and students but also turn this pandemic into a moment of personal and professional growth for the new generation of healthcare professionals.
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Affiliation(s)
- Lorenzo Giordano
- Department of Musculoskeletal Disorders, Faculty of Medicine and Surgery, University of Salerno, Salerno, Italy; Department of Medicine, Surgery and Dentistry, University of Salerno, Via S. Allende, 84081 Baronissi, SA, Italy
| | - Lucio Cipollaro
- Department of Musculoskeletal Disorders, Faculty of Medicine and Surgery, University of Salerno, Salerno, Italy; Department of Medicine, Surgery and Dentistry, University of Salerno, Via S. Allende, 84081 Baronissi, SA, Italy
| | - Filippo Migliorini
- Department of Orthopaedics, RWTH Aachen University Clinic, Pauwelsstraße 30, 52074 Aachen, Germany
| | - Nicola Maffulli
- Department of Musculoskeletal Disorders, Faculty of Medicine and Surgery, University of Salerno, Salerno, Italy; Department of Medicine, Surgery and Dentistry, University of Salerno, Via S. Allende, 84081 Baronissi, SA, Italy; Centre for Sports and Exercise Medicine, Barts and the London School of Medicine and Dentistry, Mile End Hospital, Queen Mary University of London, 275 Bancroft Road, London, E1 4DG, England, UK; School of Pharmacy and Bioengineering, Keele University Faculty of Medicine, Thornburrow Drive, Stoke on Trent, England, UK.
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12
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Goodman CD, Correa RJ, Arifin AJ, Dinniwell RE, Laba JM, Nguyen TK. A Framework for Assuring the Safety, Training, Evaluation, and Wellness of Radiation Oncology Residents During the COVID-19 Pandemic (ASTEROiD-COVID19). Adv Radiat Oncol 2021; 6:100754. [PMID: 34307965 PMCID: PMC8285368 DOI: 10.1016/j.adro.2021.100754] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2020] [Revised: 06/26/2021] [Accepted: 07/07/2021] [Indexed: 01/12/2023] Open
Abstract
As the coronavirus disease 2019 (COVID-19) pandemic continues to disrupt nearly all facets of daily life, residency programs must ensure the safety and wellness of their residents while maintaining a commitment to their training and advancement. In addition to standard clinical training, radiation oncology residency programs integrate highly specialized elements specific to the delivery of radiation therapy. Few publications have addressed the significant effects of the pandemic on medical training and even fewer have addressed concerns specific to radiation oncology. We report our experience developing a resident-led adaptation of our training program in response to the COVID-19 pandemic with the aim of assisting other programs to meet this challenge.
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Affiliation(s)
- Christopher D. Goodman
- Department of Radiation Oncology, London Health Sciences Centre, London, Ontario, Canada
| | - Rohann J.M. Correa
- Department of Radiation Oncology, London Health Sciences Centre, London, Ontario, Canada
| | - Andrew J. Arifin
- Department of Radiation Oncology, London Health Sciences Centre, London, Ontario, Canada
| | - Robert E. Dinniwell
- Department of Radiation Oncology, London Health Sciences Centre, London, Ontario, Canada
| | - Joanna M. Laba
- Department of Radiation Oncology, London Health Sciences Centre, London, Ontario, Canada
| | - Timothy K. Nguyen
- Department of Radiation Oncology, London Health Sciences Centre, London, Ontario, Canada
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13
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Remote Contouring and Virtual Review during the COVID-19 Pandemic (RECOVR-COVID19): Results of a Quality Improvement Initiative for Virtual Resident Training in Radiation Oncology. Curr Oncol 2021; 28:2961-2968. [PMID: 34436025 PMCID: PMC8395476 DOI: 10.3390/curroncol28040259] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 07/27/2021] [Accepted: 08/02/2021] [Indexed: 11/26/2022] Open
Abstract
The need to minimize in-person interactions during the COVID-19 pandemic has led to fewer clinical learning opportunities for trainees. With ongoing utilization of virtual platforms for resident education, efforts to maximize their value are essential. Herein we describe a resident-led quality improvement initiative to optimize remote contouring and virtual contour review. From April to June 2020, radiation oncology (RO) residents at our institution were assigned modified duties. We implemented a program to source and assign cases to residents for remote contouring and to promote and optimize virtual contour review. Resident-perceived educational value was prospectively collected and analyzed. All nine RO residents at our institution (PGY1–5) participated, and 97 cases were contoured during the evaluation period. Introduction of the Remote Contouring and Virtual Review (RECOVR) program coincided with a significant increase in mean cases contoured per week, from 5.5 to 17.3 (p = 0.015), and an increased proportion of cases receiving virtual review, from 14.8% to 58.6% (p < 0.001). Residents reported that the value of immediate feedback during virtual review was similar to that of in-person review (4.6 ± 0.1 vs. 4.5 ± 0.2, p = 0.803) and significantly higher than feedback received post hoc (e.g., email; 3.6 ± 0.2, p < 0.001). The implementation of a remote process for contour review led to significant increases in contouring, and virtual contour review was rated as highly as in-person interactions. Our findings provide a data-driven rationale and framework for integrating remote contouring and virtual review into competency-based medical education.
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14
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Shappell E, Egan DJ, Eyre A, Nadel E, Wittels K. Virtual student experiences: A case study of objectives, outcomes, and anticipated consequences. AEM EDUCATION AND TRAINING 2021; 5:e10582. [PMID: 34124526 PMCID: PMC8171743 DOI: 10.1002/aet2.10582] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/26/2020] [Revised: 01/23/2021] [Accepted: 01/31/2021] [Indexed: 06/12/2023]
Abstract
Due to the COVID-19 pandemic, most in-person visiting clerkship opportunities have been canceled. Many institutions have developed virtual experiences to fill this void; however, the format and objectives of these experiences are variable. This article describes an education intervention for visiting students where both learner-oriented and program-oriented outcomes of a nonclerkship virtual student experience are explored. This intervention consisted of five 1-hour case-based teaching sessions in addition to attendance at weekly residency conference over a 1-week period. The primary outcomes were student ratings of how the experience impacted their 1) perception of the program's educational environment and culture, 2) medical knowledge, and 3) program ranking before and after the experience. Of 24 participants, 15 students (63%) completed the final evaluation, all with positive summative rankings in every domain measured. Of the 15 respondents, 12 (80%) reported an increase in where they would rank the program after the experience compared to before, and nine of 15 (60%) stated that they would rank the program #1 if making a list at the time they completed the final evaluation. Future study should examine long-term outcomes of these interventions including decisions regarding where students apply, who programs interview, and ranking decisions of students and programs.
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Affiliation(s)
- Eric Shappell
- Massachusetts General HospitalBostonMassachusettsUSA
- Harvard Medical SchoolBostonMassachusettsUSA
| | - Daniel J. Egan
- Massachusetts General HospitalBostonMassachusettsUSA
- Brigham and Women’s HospitalBostonMassachusettsUSA
- Harvard Medical SchoolBostonMassachusettsUSA
| | - Andrew Eyre
- Brigham and Women’s HospitalBostonMassachusettsUSA
- Harvard Medical SchoolBostonMassachusettsUSA
| | - Eric Nadel
- Massachusetts General HospitalBostonMassachusettsUSA
- Brigham and Women’s HospitalBostonMassachusettsUSA
- Harvard Medical SchoolBostonMassachusettsUSA
| | - Kathleen Wittels
- Brigham and Women’s HospitalBostonMassachusettsUSA
- Harvard Medical SchoolBostonMassachusettsUSA
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15
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Kahn JM, Sandhu N, von Eyben R, Deig C, Obeid JP, Miller JA, Pollom E. Radiation Oncology Virtual Education Rotation (ROVER) for Medical Students. Int J Radiat Oncol Biol Phys 2021; 111:29-35. [PMID: 33845145 DOI: 10.1016/j.ijrobp.2021.03.057] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/08/2021] [Revised: 03/25/2021] [Accepted: 03/31/2021] [Indexed: 11/19/2022]
Abstract
PURPOSE We describe the implementation of a novel virtual educational program for medical students, Radiation Oncology Virtual Education Rotation (ROVER), and its effect on student interest and knowledge in radiation oncology. METHODS AND MATERIALS ROVER comprised a series of virtual educational panels with case-based discussions across disease sites tailored to medical students. The panels were moderated by radiation oncology residents and included faculty panelists from academic radiation oncology programs across the country. Student pre- and postsession surveys were collected. Paired t tests were used to compare the pre- and postsession assessment results. RESULTS Six ROVER sessions were held from June 4, 2020, to August 20, 2020, with a total of 427 medical students registering for at least 1 session. Of these, 231 students attended at least 1 session, with 140 completing at least 1 postsession survey (60.6% response rate). Fourth-year medical students were the largest group represented among attendees (32.0%). Most attendees had exposure to radiation oncology (78.8%) before the sessions. The majority of students signed up for these sessions for education (90.6%). Some students signed up for the sessions to help with specialty selection (30.9%) and to network (30.4%). Medical students' understanding of the role of radiation oncology in each disease site (breast, sarcoma, central nervous system, pediatrics, gastrointestinal, genitourinary, gynecologic, lymphoma, lung, and head and neck) was improved by attending each session (pre- vs postsession; P < .0001 for all disease sites). Over three-quarters of respondents stated they were considering applying or were likely to apply to radiation oncology both before and after the sessions. CONCLUSIONS ROVER improved medical student perceived knowledge of radiation oncology across all disease sites covered. ROVER fulfills a need for a national medical student education platform for radiation oncology. Future work is warranted to augment virtual and open educational platforms to improve access to radiation oncology education.
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Affiliation(s)
- Jenna M Kahn
- Department of Radiation Oncology, Oregon Health & Science University, Portland, Oregon.
| | - Navjot Sandhu
- Department of Radiation Oncology, Stanford School of Medicine, Stanford, California
| | - Rie von Eyben
- Department of Radiation Oncology, Stanford School of Medicine, Stanford, California
| | - Christopher Deig
- Department of Radiation Oncology, Oregon Health & Science University, Portland, Oregon
| | - Jean-Pierre Obeid
- Department of Radiation Oncology, Stanford School of Medicine, Stanford, California
| | - Jacob A Miller
- Department of Radiation Oncology, Stanford School of Medicine, Stanford, California
| | - Erqi Pollom
- Department of Radiation Oncology, Stanford School of Medicine, Stanford, California
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16
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Yen CS. Application on Mobile Learning by Video Manual: A Study of HRD from Bicycle Manufacturing. THE REVIEW OF SOCIONETWORK STRATEGIES 2021; 15:277-286. [PMID: 35505897 PMCID: PMC8011367 DOI: 10.1007/s12626-021-00081-w] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 02/15/2021] [Accepted: 03/25/2021] [Indexed: 11/30/2022]
Abstract
Video messages are easier to receive than text messages because of the lack of language and text barriers. In the past, when on-the-job training for junior employees were conducted in the manufacturing industry, they often carried out technical training with “mentorship system” or “work manual”. This study aims at how video makes effects to those who work in manufacturing industries, especially those from other countries. Migrant workers from abroad or companies with manufacturing plants overseas have gradually used video manual as teaching materials for enterprise education and training, especially when COVID-19 becomes a global epidemic crisis. This study used in-depth interview research methods to investigate both workers and managers in the same manufacturing industry. The results found that when using digital cameras to record and edit, the production line equipment can achieve the following effects: (1) Promoting junior workers’ self-efficacy; (2) Use of different language translations can provide simultaneous education and training for workers from multiple countries; (3) Putting digital teaching materials on cloud will make employees to use digital mobile vehicles to download and learn, that can save more time for employees.
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Affiliation(s)
- Chia Sung Yen
- Department of Cultural and Creative Industries, National Chin-Yi University of Technology, Taichung, Taiwan
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17
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Byrnes YM, Luu NN, Frost AS, Chao TN, Brody RM, Cannady SB, Rajasekaran K, Shanti RM, Newman JG. Evaluation of an interactive virtual surgical rotation during the COVID-19 pandemic. World J Otorhinolaryngol Head Neck Surg 2021; 8:S2095-8811(21)00036-6. [PMID: 33936857 PMCID: PMC8064875 DOI: 10.1016/j.wjorl.2021.04.001] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/03/2020] [Accepted: 04/29/2021] [Indexed: 01/21/2023] Open
Abstract
OBJECTIVE To evaluate medical student and attending surgeon experiences with a novel interactive virtual Otolaryngology - Head and Neck Surgery (OHNS) medical student elective during the COVID-19 pandemic. STUDY DESIGN A virtual OHNS elective was created, with three components: (1) interactive virtual operating room (OR) experience using live-stream video-conferencing, (2) telehealth clinic, (3) virtual didactics. SETTING OHNS Department at the University of Pennsylvania (May 2020 to June 2020). METHODS Six medical students from the University of Pennsylvania; five attending otolaryngologists. Two surveys were designed and distributed to participating medical students and attending surgeons. Surveys included 5-point Likert scale items, with 1 indicating "not at all" and 5 indicating "very much so". RESULTS Response rate was 100% for both surveys. Students on average rated the educational value of the telehealth experience as 4.2 ± 1.2, and the virtual OR experience as 4.0 ± 0.6. Most students (n = 5, 83%) indicated that they had enough exposure to faculty they met on this rotation to ask for a letter of recommendation (LOR) for residency if needed, while attending surgeons had an average response of 3.0 ± 1.0 when asked how comfortable they would feel writing a LOR for a student they met through the rotation. A majority of students (n = 4, 67%) felt they connected enough with faculty during the rotation to ask for mentorship. Half the students (n = 5, 50%) indicated that the rotation allowed them to evaluate the department's culture either "extremely well" or "somewhat well". CONCLUSIONS Overall, participating students described this innovative virtual surgical rotation as an educationally and professionally valuable experience. With the continued suspension of visiting student rotations due to the COVID-19 pandemic, this virtual model may have continued relevance to medical education.
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Affiliation(s)
- Yasmeen M. Byrnes
- Perelman School of Medicine at the University of PennsylvaniaJordan Medical Education Center3400 Civic Center BlvdPhiladelphia19104PAUSA
| | - Neil N. Luu
- Perelman School of Medicine at the University of PennsylvaniaJordan Medical Education Center3400 Civic Center BlvdPhiladelphia19104PAUSA
| | - Ariel S. Frost
- Department of Otorhinolaryngology ‐ Head & Neck SurgeryHospital of the University of Pennsylvania3400 Spruce StreetPhiladelphia19104PAUSA
| | - Tiffany N. Chao
- Department of Otorhinolaryngology ‐ Head & Neck SurgeryHospital of the University of Pennsylvania3400 Spruce StreetPhiladelphia19104PAUSA
| | - Robert M. Brody
- Department of Otorhinolaryngology ‐ Head & Neck SurgeryHospital of the University of Pennsylvania3400 Spruce StreetPhiladelphia19104PAUSA
| | - Steven B. Cannady
- Department of Otorhinolaryngology ‐ Head & Neck SurgeryHospital of the University of Pennsylvania3400 Spruce StreetPhiladelphia19104PAUSA
| | - Karthik Rajasekaran
- Department of Otorhinolaryngology ‐ Head & Neck SurgeryHospital of the University of Pennsylvania3400 Spruce StreetPhiladelphia19104PAUSA
| | - Rabie M. Shanti
- Department of Otorhinolaryngology ‐ Head & Neck SurgeryHospital of the University of Pennsylvania3400 Spruce StreetPhiladelphia19104PAUSA
| | - Jason G. Newman
- Department of Otorhinolaryngology ‐ Head & Neck SurgeryHospital of the University of Pennsylvania3400 Spruce StreetPhiladelphia19104PAUSA
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18
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Networking and Applying to Radiation Oncology During A Pandemic: Cross-Sectional Survey of Medical Student Concerns. Adv Radiat Oncol 2021; 6:100643. [PMID: 33748546 PMCID: PMC7966834 DOI: 10.1016/j.adro.2021.100643] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/26/2020] [Revised: 12/06/2020] [Accepted: 12/21/2020] [Indexed: 02/01/2023] Open
Abstract
Purpose We assessed the effectiveness of a virtual networking session tailored for third- and fourth-year medical students interested in radiation oncology, and report students’ concerns about applying to radiation oncology during the pandemic. Methods and Materials A multi-institutional networking session was hosted on Zoom and included medical students, faculty, and residents from across the country. The breakout room feature was used to divide participants into smaller groups. Participants were randomly shuffled into new groups every 10 to 15 minutes. Students completed pre- and post-session surveys. Results Among the 134 students who registered, 69 students participated in the session, and 53 students completed a post-session survey. Most students reported the session was valuable or very valuable (79%), and it was easy or very easy to network through the virtual format (66%). After the session, 18 (33.9%) students reported their interest in radiation oncology increased, and 34 (64.2%) reported their interest remained the same. Most students believed COVID-19 (55%) and virtual interviews and platforms (55%) negatively or somewhat negatively affected their ability to select a residency program. Most students (62%) were concerned they will be inaccurately evaluated as an interviewee on a virtual platform. Although 30% agreed or strongly agreed the cost-savings and convenience of virtual interviews outweigh potential downsides, 66% of students were planning to visit cities of interest in person before rank list submission. Conclusions Medical students reported significant concerns with their ability to be accurately evaluated and to choose among residency programs on a virtual platform. Students found the networking session to be a valuable resource for most students, and programs could continue similar efforts during the residency application cycle to better represent their program while maintaining certain financial and geographic advantages of a virtual environment.
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19
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Kahn JM, Sandhu N, Pollom EL. In Regard to Odei et al. Int J Radiat Oncol Biol Phys 2021; 109:639-640. [PMID: 33422277 PMCID: PMC8751215 DOI: 10.1016/j.ijrobp.2020.08.067] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/19/2020] [Accepted: 08/20/2020] [Indexed: 12/03/2022]
Affiliation(s)
- Jenna M Kahn
- Department of Radiation Oncology, Oregon Health & Science University, Portland, Oregon
| | - Navjot Sandhu
- Department of Radiation Oncology, Stanford School of Medicine, Stanford, California
| | - Erqi L Pollom
- Department of Radiation Oncology, Stanford School of Medicine, Stanford, California
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20
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In Reply to Wang and Rallis. Int J Radiat Oncol Biol Phys 2021; 109:299-300. [PMID: 33308697 DOI: 10.1016/j.ijrobp.2020.08.052] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/20/2020] [Accepted: 08/20/2020] [Indexed: 11/20/2022]
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21
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Opportunities to Improve Radiation Oncology Medical Education in the Post-Pandemic Era. Int J Radiat Oncol Biol Phys 2020; 108:455-457. [PMID: 32890531 PMCID: PMC7462780 DOI: 10.1016/j.ijrobp.2020.06.038] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/18/2020] [Accepted: 06/22/2020] [Indexed: 11/20/2022]
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22
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Residency Interviews in Radiation Oncology After COVID-19: Perspectives From Recently Matched Applicants. Int J Radiat Oncol Biol Phys 2020; 108:452-454. [PMID: 32890530 PMCID: PMC7462874 DOI: 10.1016/j.ijrobp.2020.05.040] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Accepted: 05/17/2020] [Indexed: 11/20/2022]
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23
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Kamran SC, Yerramilli D, Vapiwala N. No Talent Left Behind: A Silver Lining for Diversity in Radiation Oncology in the Post-Coronavirus Disease 2019 (COVID-19) Era. Int J Radiat Oncol Biol Phys 2020; 108:472-474. [PMID: 32890536 PMCID: PMC7462790 DOI: 10.1016/j.ijrobp.2020.05.055] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/12/2020] [Revised: 05/22/2020] [Accepted: 05/29/2020] [Indexed: 11/09/2022]
Affiliation(s)
- Sophia C Kamran
- Department of Radiation Oncology, Massachusetts General Hospital, Harvard Medical School, Boston, MA.
| | - Divya Yerramilli
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, NY
| | - Neha Vapiwala
- Department of Radiation Oncology, Hospital of the University of Pennsylvania, Perelman School of Medicine, Philadelphia, PA
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24
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Franco I, Oladeru OT, Saraf A, Liu KX, Milligan M, Zietman A, Nguyen PL, Hirsch AE, Jimenez RB. Improving Diversity and Inclusion in the Post-Coronavirus Disease 2019 Era Through a Radiation Oncology Intensive Shadowing Experience (RISE). Adv Radiat Oncol 2020; 6:100566. [PMID: 32984656 PMCID: PMC7505821 DOI: 10.1016/j.adro.2020.09.006] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/20/2020] [Revised: 08/26/2020] [Accepted: 09/02/2020] [Indexed: 11/30/2022] Open
Abstract
Purpose In response to the coronavirus disease 2019 pandemic, current Association of American Medical Colleges guidelines discourage away rotations, posing significant challenges for attracting students to radiation oncology (RO). This is particularly concerning for medical students underrepresented in medicine (UIM) due to the potential of widening existing disparities in applicant and workforce composition. To proactively address this, we created a Radiation Oncology Intensive Shadowing Experience (RISE) to expose UIM students to the field of RO. Methods and Materials Key stakeholders within the residency program, including both UIM faculty and residents with experience in health disparities and medical education, designed a 1-week virtual RISE intended for fourth year UIM students recruited through established national organizations serving UIM medical students. A 1-week disease-specific curriculum was developed using 4 components: (1) foundational exposure to RO, (2) didactic teaching, (3) mentorship opportunities, and (4) a capstone experience. Mentorship was continuously weaved through the experience by attendings, peer resident mentors, and a UIM resident panel to optimize exposure. Results RISE was successfully initiated at 2 academic medical centers with 12 UIM students enrolled through August. Anonymized pre- and postclerkship surveys were developed for students, residents, and faculty involved in RISE to evaluate participants’ satisfaction, resident and attending time burden, and perceptions of program effectiveness. Conclusions We created a unique virtual RO shadowing experience for UIM students to address a critical gap in exposure to RO, heightened by the corona virus disease 2019 pandemic, with the goal of improving diversity, equity, and inclusion in our field.
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Affiliation(s)
- Idalid Franco
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts.,Department of Radiation Oncology, Dana Farber Cancer Institute/Brigham & Women's Hospital, Boston, Massachusetts
| | - Oluwadamilola T Oladeru
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts.,Department of Radiation Oncology, Dana Farber Cancer Institute/Brigham & Women's Hospital, Boston, Massachusetts
| | - Anurag Saraf
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts.,Department of Radiation Oncology, Dana Farber Cancer Institute/Brigham & Women's Hospital, Boston, Massachusetts
| | - Kevin X Liu
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts.,Department of Radiation Oncology, Dana Farber Cancer Institute/Brigham & Women's Hospital, Boston, Massachusetts
| | - Michael Milligan
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts.,Department of Radiation Oncology, Dana Farber Cancer Institute/Brigham & Women's Hospital, Boston, Massachusetts
| | - Anthony Zietman
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts
| | - Paul L Nguyen
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Dana Farber Cancer Institute/Brigham & Women's Hospital, Boston, Massachusetts
| | - Ariel E Hirsch
- Department of Radiation Oncology, Boston Medical Center, Boston University School of Medicine, Boston, Massachusetts
| | - Rachel B Jimenez
- Harvard Radiation Oncology Program, Boston, Massachusetts.,Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts
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25
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Virtual Radiation Oncology Clerkship During the COVID-19 Pandemic and Beyond. Int J Radiat Oncol Biol Phys 2020; 108:444-451. [PMID: 32890529 PMCID: PMC7462792 DOI: 10.1016/j.ijrobp.2020.06.050] [Citation(s) in RCA: 12] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/10/2020] [Accepted: 06/21/2020] [Indexed: 12/09/2022]
Abstract
Purpose We evaluated the impact of a virtual radiation oncology clerkship. Methods and Materials We developed a 2-week virtual radiation oncology clerkship that launched on April 27, 2020. Clerkship components included a virtual clinic with radiation oncology faculty and residents, didactic lectures, student talks, and supplemental sessions such as tumor boards and chart rounds. Medical students completed pre- and post-clerkship self-assessments. Faculty and resident participants also completed surveys on their experience with virtual lectures and clinics. Pre- and post-clerkship results were compared using a 2-sided paired t test. An analysis of variance model was used to analyze the clerkship components. Results Twenty-six medical students, including 4 visiting students, enrolled over 2 clerkship periods (4 weeks). All students completed the pre- and post-clerkship self-assessments and agreed that the clerkship improved their understanding of radiation oncology. Compared with 3 (11.5%) students who agreed that they understood the daily responsibilities of a radiation oncologist before the clerkship, 22 (84.6%) students agreed and 3 (11.5%) strongly agreed that they understood the daily responsibilities of a radiation oncologist after the clerkship (P < .0001). Although 15 students (57.7%) reported an increased interest in radiation oncology because of the clerkship, the mean level of interest in radiation oncology as a career remained the same, with pre- and post-clerkship scores of 3.0 (±0.9) and 3.0 (±1.1) on a 5-point scale, respectively (P = .7). Students found virtual clinic and didactic lectures to be the most valuable components of the clerkship. Most respondents agreed (30.8%) or strongly agreed (65.4%) to recommend the clerkship to their classmates. Conclusions Our virtual clerkship was effective in increasing medical student interest in and knowledge about radiation oncology. These data will help optimize a new paradigm of virtual radiation oncology education for medical students during COVID-19 and beyond.
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Everett AS, Strickler S, Marcrom SR, McDonald AM. Students' Perspectives and Concerns for the 2020 to 2021 Radiation Oncology Interview Season. Adv Radiat Oncol 2020; 6:100554. [PMID: 32923744 PMCID: PMC7477602 DOI: 10.1016/j.adro.2020.08.011] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/30/2020] [Revised: 08/12/2020] [Accepted: 08/26/2020] [Indexed: 10/25/2022] Open
Abstract
Purpose Recently, the Coalition for Physician Accountability Work Group on Medical Students in the Class of 2021 recommended limiting visiting medical student rotations, conducting virtual residency interviews, and delaying the standard application timeline owing to the ongoing corona virus disease 2019 (COVID-19) pandemic. These changes create both challenges and opportunities for medical students and radiation oncology residency programs. We conducted a comprehensive needs assessment to prepare for a virtual recruitment season, including a focus group of senior medical students seeking careers in oncology. Methods and Materials A single 1.5-hour focus group was conducted with 10 third- and fourth-year medical students using Zoom videoconferencing software. Participants shared opinions relating to visibility of residency programs, virtual clerkship experiences, expectations for program websites, and remote interviews. The focus group recording was transcribed and analyzed independently by 3 authors. Participants' statements were abstracted into themes via inductive content analysis. Results Inductive content analysis of the focus group transcript identified several potential challenges surrounding virtual recruitment, including learning the culture of a program and/or city, obtaining accurate information about training programs, and uncertainty surrounding the best way to present themselves during a virtual interview season. In the present environment, the focus group participants anticipate relying more on departmental websites and telecommunications because in-person interactions will be limited. In addition, students perceived that the educational yield of a virtual clerkship would be low, particularly if an in-person rotation had already been completed at another institution. Conclusions With the COVID-19 crisis limiting visiting student rotations and programs transitioning to hosting remote interviews, we recommend programs focus resources toward portraying the culture of their program and city, accurately depicting program information, and offering virtual electives or virtual interaction to increase applicant exposure to residency program culture.
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Affiliation(s)
- Ashlyn S Everett
- Department of Radiation Oncology, University of Alabama at Birmingham, Birmingham, Alabama
| | - Scott Strickler
- Department of Radiation Oncology, University of Alabama at Birmingham, Birmingham, Alabama
| | - Samuel R Marcrom
- Department of Radiation Oncology, University of Alabama at Birmingham, Birmingham, Alabama
| | - Andrew M McDonald
- Department of Radiation Oncology, University of Alabama at Birmingham, Birmingham, Alabama.,Institute for Cancer Outcomes and Survivorship, University of Alabama at Birmingham, Birmingham, Alabama
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Kahn JM, Fields EC, Pollom E, Wairiri L, Vapiwala N, Nabavizadeh N, Thomas CR, Jimenez RB, Chandra RA. Increasing Medical Student Engagement Through Virtual Rotations in Radiation Oncology. Adv Radiat Oncol 2020; 6:100538. [PMID: 32904388 PMCID: PMC7456273 DOI: 10.1016/j.adro.2020.07.015] [Citation(s) in RCA: 14] [Impact Index Per Article: 3.5] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/06/2020] [Revised: 07/17/2020] [Accepted: 07/27/2020] [Indexed: 12/17/2022] Open
Abstract
Corona virus disease 2019 (COVID-19) affected medical student clerkships and education around the country. A virtual medical student clerkship was created to integrate didactic education with disease specific lectures for medical students, contouring, and hands on learning with telehealth. Twelve medical students in their 3rd and 4th year were enrolled in this 2 week elective from April 27, 2020 to June 5, 2020. There was significant improvement of overall knowledge about the field of radiation oncology from pre elective to post elective (P < .001). Feedback included enjoying direct exposure to contouring, telehealth, and time with residents. Overall this 2 week rotation was successful in integrating radiation oncology virtually for medical students. This is now being expanded to multiple institutions as an educational resource and future rotations for medical students.
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Affiliation(s)
- Jenna M Kahn
- Department of Radiation Medicine, Oregon Health & Science University, Portland, Oregon
| | - Emma C Fields
- Department of Radiation Oncology, Virginia Commonwealth University, Richmond, Virginia
| | - Erqi Pollom
- Department of Radiation Oncology, Stanford University, Palo Alto, California
| | - Loise Wairiri
- Department of Radiation Medicine, Oregon Health & Science University, Portland, Oregon
| | - Neha Vapiwala
- Department of Radiation Oncology, University of Pennsylvania, Philadelphia, Pennsylvania
| | - Nima Nabavizadeh
- Department of Radiation Medicine, Oregon Health & Science University, Portland, Oregon
| | - Charles R Thomas
- Department of Radiation Medicine, Oregon Health & Science University, Portland, Oregon
| | - Rachel B Jimenez
- Department of Radiation Oncology, Massachusetts General Hospital, Boston, Massachusetts
| | - Ravi A Chandra
- Department of Radiation Medicine, Oregon Health & Science University, Portland, Oregon
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Esfahani SA, Lee A, Hu JY, Kelly M, Magudia K, Everett C, Szabunio M, Ackerman S, Spalluto LB. Challenges faced by women in radiology during the pandemic - A summary of the AAWR Women's Caucus at the ACR 2020 annual meeting. Clin Imaging 2020; 68:291-294. [PMID: 32957024 PMCID: PMC7453221 DOI: 10.1016/j.clinimag.2020.08.016] [Citation(s) in RCA: 10] [Impact Index Per Article: 2.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/11/2020] [Revised: 08/14/2020] [Accepted: 08/24/2020] [Indexed: 12/14/2022]
Abstract
The COVID-19 pandemic has dramatically altered the professional and personal lives of radiologists and radiation oncologists. This article summarizes the 2020 American Association for Women in Radiology (AAWR) Women's Caucus at the American College of Radiology (ACR) Annual Meeting. The caucus focused on the major challenges that women in radiology have faced during the pandemic.
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Affiliation(s)
- Shadi A Esfahani
- Department of Radiology, Massachusetts General Hospital, Harvard Medical School, Boston, MA, United States
| | - Anna Lee
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, New York, NY, United States
| | - Jiun-Yiing Hu
- Department of Internal Medicine, University of Maryland Medical Center, Baltimore, MD, United States
| | - Maria Kelly
- Department of Radiation Oncology, VA New Jersey Health Care System, East Orange, NJ, United States
| | - Kirti Magudia
- Department of Radiology and Biomedical Imaging, University of California San Francisco, San Francisco, CA, United States
| | | | - Margaret Szabunio
- Department of Radiology, University of Kentucky, Lexington, KY, United States
| | - Susan Ackerman
- Department of Radiology, Medical University of South Carolina, Charleston, SC, United States
| | - Lucy B Spalluto
- Department of Radiology and Radiological Sciences, Vanderbilt University Medical Center, Nashville, TN, United States; Vanderbilt Ingram Cancer Center, Nashville, TN, United States; Veterans' Health Administration - Tennessee Valley Healthcare System Geriatric Research, Education and Clinical Center, Nashville, TN, United States.
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29
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Odei B, Holliday EB, Jagsi R, Chino F, Schulmire C, Kudrimoti M, Chen AM, Raval R, Fabian D. Recruitment Challenges and Opportunities for Radiation Oncology Residency Programs During the 2020-2021 Virtual Residency Match. Int J Radiat Oncol Biol Phys 2020; 109:637-638. [PMID: 32798607 PMCID: PMC7424314 DOI: 10.1016/j.ijrobp.2020.08.024] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/29/2020] [Revised: 08/04/2020] [Accepted: 08/08/2020] [Indexed: 11/20/2022]
Affiliation(s)
- Bismarck Odei
- Department of Radiation Oncology, Ohio State University, Columbus, Ohio.
| | - Emma Brey Holliday
- MD Anderson Cancer Center, Department of Radiation Oncology, Houston, Texas
| | - Reshma Jagsi
- Department of Radiation Oncology, University of Michigan, Ann Arbor, Michigan
| | - Fumiko Chino
- Department of Radiation Oncology, Memorial Sloan Kettering Cancer Center, Middletown, New Jersey
| | | | - Mahesh Kudrimoti
- Department of Radiation Oncology, University of Kentucky, Lexington, Kentucky
| | - Allen M Chen
- Department of Radiation Oncology, University of California Irvine, Orange, California
| | - Raju Raval
- Department of Radiation Oncology, Ohio State University, Columbus, Ohio
| | - Denise Fabian
- Department of Radiation Oncology, University of Kentucky, Lexington, Kentucky
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