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Imanipour M, Gheiasi SF, Taheri L. Experiences of medical educational managers in the early COVID-19 pandemic: A qualitative thematic analysis. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2024; 13:68. [PMID: 38559479 PMCID: PMC10979772 DOI: 10.4103/jehp.jehp_140_23] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 02/01/2023] [Accepted: 04/24/2023] [Indexed: 04/04/2024]
Abstract
BACKGROUND The coronavirus (COVID-19) pandemic changed and disrupted education at medical universities. Educational managers face new challenges and special complexities to manage this situation. This study aimed to explain the experiences of educational managers of Iranian medical universities in the early COVID-19 pandemic. MATERIALS AND METHODS This descriptive-qualitative study was conducted at the Tehran University of Medical Sciences, 2020-2021. The study population included all educational managers in one of the positions of the dean of the faculty, educational Vice-Chancellor, head of the department, and other relevant educational directors in medical sciences universities during the COVID-19 pandemic. Data collected from semi-structured interviews were analyzed in MAXQDA2020 software using the thematic analysis approach. RESULTS Four main themes and nine subthemes were identified: "The ups and downs of the transition from face-to-face training to virtual training," "Crisis in educational management," "Testing and Evaluation: Obstacles and Problems," "Education and lessons learned from COVID-19." CONCLUSION Themes identified from the experiences of educational managers provide new information about the negative and positive effects of the COVID-19 pandemic on the learning and teaching process of medical sciences students. Lessons learned and experiences of educational managers in medical sciences universities amid the COVID-19 pandemic will help health education policymakers so that they can create transformation and innovation in the education of medical science students. Strengthening the e-learning infrastructure will help to create a foundation for a rich way of educating medical students in the post-corona era and when the outbreak of other emerging diseases is inevitable in the future.
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Affiliation(s)
- Masoomeh Imanipour
- Department of ICU Nursing, School of Nursing & Midwifery, Nursing and Midwifery Care Research Center, Tehran University of Medical Sciences, Tehran, Iran
| | - Seyede Fatemeh Gheiasi
- Department of ICU Nursing, School of Nursing & Midwifery, Tehran University of Medical Sciences, Tehran, Iran
| | - Leila Taheri
- Department of Pediatric Nursing, School of Nursing, Qom University of Medical Sciences, Qom, Iran
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Phillips HL, Latchem SR, Crutcher T, Catalano TA, Jator EK. The Impact of COVID-19 on the Laboratory Professionals' Clinical Education: a Qualitative Study. Lab Med 2023; 54:e58-e62. [PMID: 36124768 PMCID: PMC9494492 DOI: 10.1093/labmed/lmac110] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/16/2022] Open
Abstract
A 48-question survey was developed and disseminated to laboratory professionals. This survey sought the perspective of clinical educators on a variety of topics, including two open-ended questions on the impact COVID-19 had on student clinical rotations and the ensuing policy changes. Of 207 clinical sites that participated in the survey., Some terminated student clinical rotations without offering any other training alternative. Others employed a number of strategies such as shortening the length of clinical rotations, taking fewer students, transitioning to an online learning platform, or delaying training until a future date. Some mandated regular illness checks, symptom checks, and COVID-19 testing when available. Clinical educators expressed concern over the lack of continuity of student clinical training, policy changes related to COVID-19 and student training that were deemed to diminish the quality of the students' clinical education. With terminated, delayed or shortened clinical rotations at many sites, in combination with staff and supply shortages, clinical educators were concerned about the overall quality of clinical education the students were receiving. In addition to these concerns, the reduction of student graduates during the pandemic decreased the number of applicants for job vacancies exasperating a pre-pandemic problem.
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Affiliation(s)
| | - Shelley R Latchem
- Department of Medical and Clinical Laboratory Sciences, Auburn University at Montgomery, Montgomery, Alabama, US
| | - Theresa Crutcher
- Radiology Technology Program, Austin Peay State University, Clarksville, Tennessee, US
| | - Timothy A Catalano
- Radiation Therapy Program, Austin Peay State University, Clarksville, Tennessee, US
| | - Eleanor K Jator
- Medical Laboratory Science Program, Austin Peay State University, Clarksville, Tennessee, US
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Gallo G, Guaitoli E, Barra F, Picciariello A, Pasculli A, Coppola A, Pertile D, Meniconi RL. Restructuring surgical training after COVID-19 pandemic: A nationwide survey on the Italian scenario on behalf of the Italian polyspecialistic young surgeons society (SPIGC). Front Surg 2023; 9:1115653. [PMID: 36713665 PMCID: PMC9875563 DOI: 10.3389/fsurg.2022.1115653] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/04/2022] [Accepted: 12/20/2022] [Indexed: 01/14/2023] Open
Abstract
Introduction The COVID-19 pandemic has led to the disruption of surgical training. Lack of communication, guidelines for managing clinical activity as well as concerns for safety in the workplace appeared to be relevant issues. This study aims to investigate how surgical training has been reorganized in Italy, almost 2 years after the outbreak of COVID-19 pandemic. Materials and methods A 16-item-electronic anonymous questionnaire was designed through SurveyMonkey© web application. This survey was composed of different sections concerning demographic characteristics and impacts of the second COVID-19 pandemic wave on surgical and research/didactic activities. Changes applied in the training programme and activities carried out were also investigated. The survey was carried out in the period between June and October 2021. Results Four hundred and thirty responses were collected, and 399 were considered eligible to be included in the study analysis. Three hundred and thirty-five respondents continued working in Surgical Units, with a significant reduction (less than one surgical session per week) of surgical sessions in 49.6% of them. With concern to didactic and research activities, 140 residents maintained their usual activity, while 116 reported a reduction. A sub-group analysis on resident moved to COVID-19 departments showed a reduction of research activities in 35% of them. During the period considered in this survey, the surgical training program was not substantially modified for most of participants (74.6%). Conclusion Our survey demonstrated that surgical residency programs haven't improved 2 years after the beginning of the pandemic. Further improvements are needed to guarantee completeness of surgical training, even in emergency conditions.
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Affiliation(s)
- Gaetano Gallo
- Department of Surgical Sciences, La Sapienza” University of Rome, Rome, Italy
| | | | - Fabio Barra
- Academic Unit of Obstetrics and Gynecology, IRCCS Ospedale Policlinico San Martino, Genova, Italy
| | - Arcangelo Picciariello
- Department of Emergency and Organ Transplantation, University Aldo Moro, Bari, Italy,Correspondence: Arcangelo Picciariello
| | - Alessandro Pasculli
- Department of Biomedical Sciences and Human Oncology - Unit of Endocrine, Digestive and Emergency Surgery, University “A. Moro” of Bari, Policlinic of Bari, Bari, Italy
| | | | - Davide Pertile
- Department of Surgery, Policlinico San Martino, Genova, Italy
| | - Roberto Luca Meniconi
- Department of General Surgery and Liver Transplantation, San Camillo Forlanini Hospital, Rome, Italy
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Brown T, Yu ML, Hewitt A, Cousland R, Etherington J. Professionalism, Resilience and Reflective Thinking: How Do These Influence Occupational Therapy Student Fieldwork Outcomes? Occup Ther Health Care 2022; 36:327-352. [PMID: 34565264 DOI: 10.1080/07380577.2021.1978606] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/25/2020] [Revised: 09/01/2021] [Accepted: 09/06/2021] [Indexed: 06/13/2023]
Abstract
The relationship between entry-level, undergraduate occupational therapy students' fieldwork performance and measures of professionalism, reflective thinking and resilience was examined. A group of 135 undergraduates (86% female) completed a self-report questionnaire containing the standardized instruments measuring professionalism, resilience and reflective thinking. The Australian Student Practice Evaluation Form-Revised (SPEF-R) measured fieldwork performance. Linear regression analyses identified Staying Healthy and Relationships with Others as significant predictors of students' fieldwork performance in Professional Behaviors, Self-Management and Information Gathering. The findings highlight the importance of interpersonal skills and engagement in healthy lifestyles in key fieldwork performance areas.
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Affiliation(s)
- Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Mong-Lin Yu
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Alana Hewitt
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
| | - Robert Cousland
- Student Academic Support Unit, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Victoria, Australia
| | - Jamie Etherington
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University - Peninsula Campus, Frankston, Victoria, Australia
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Brown T, Robinson L, Gledhill K, Yu ML, Isbel S, Greber C, Parsons D, Etherington J. Predictors of undergraduate occupational therapy students' academic performance during the Covid-19 pandemic: A hierarchical regression analysis. Scand J Occup Ther 2022; 30:475-487. [PMID: 36121118 DOI: 10.1080/11038128.2022.2123854] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/14/2022]
Abstract
BACKGROUND The rapid switch to online learning in response to the Covid-19 pandemic affected occupational therapy students' education delivery. It is, therefore, important to investigate these impacts. AIMS/OBJECTIVES This study investigated the potential predictors of academic performance in undergraduate occupational therapy students after moving to online or blended learning post-Covid-19. MATERIAL AND METHODS A total of 208 students from three Australian universities completed a demographic questionnaire and the Distance Education Learning Environment Scale (DELES). Hierarchical linear regression analyses were completed to identify significant students' academic performance predictors. RESULTS Hierarchical regression explained a cumulative total variance of 24.6% of students' academic performance. The following independent variables were significant predictors: DELES student autonomy (p = 0.033), number of hours per semester week dedicated to indirect online study (p = 0.003), number of hours per semester week dedicated to indirect offline study time (p = 0.034), gender (p = 0.005) and English as a first language (p = 0.045). CONCLUSIONS The findings add to the knowledge base on the range of factors that have impacted occupational therapy students' academic performance during the Covid-19 pandemic. SIGNIFICANCE The outcomes will assist faculty in developing supportive and pedagogically sound learning modes across online, hybrid and traditional forms of instruction within occupational therapy curricula.
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Affiliation(s)
- Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Luke Robinson
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Kate Gledhill
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Mong-Lin Yu
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
| | - Stephen Isbel
- Occupational Therapy Program, Faculty of Health, The University of Canberra, Canberra, Australia
| | - Craig Greber
- Occupational Therapy Program, Faculty of Health, The University of Canberra, Canberra, Australia
| | - Dave Parsons
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Australia
| | - Jamie Etherington
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Frankston, Australia
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Noerholk LM, Bader‐Larsen KS, Morcke AM, Vamadevan A, Andreasen LA, Svendsen JH, Jørsboe H, Tolsgaard MG. Business as (un)usual: A qualitative study of clerkship experiences during a health crisis. MEDICAL EDUCATION 2022; 56:805-814. [PMID: 35199378 PMCID: PMC9543617 DOI: 10.1111/medu.14787] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/12/2021] [Revised: 01/07/2022] [Accepted: 02/18/2022] [Indexed: 06/01/2023]
Abstract
INTRODUCTION During a health crisis, hospitals must prioritise activities and resources, which can compromise clerkship-based learning. We explored how health crises affect clinical clerkships using the COVID-19 pandemic as an example. METHODS In a constructivist qualitative study, we conducted 22 semi-structured interviews with key stakeholders (i.e. medical students and doctors) from two teaching hospitals and 10 different departments. We used thematic analysis to investigate our data and used stakeholder theory as a sensitising concept. RESULTS We identified three themes: (1) emotional triggers and reactions; (2) negotiation of legitimacy; and (3) building resilience. Our results suggest that the health crisis accentuated already existing problems in clerkships, such as students' feelings of low legitimacy, constant negotiation of roles, inconsistencies navigating rules and regulations and low levels of active participation. Medical students and doctors adapted to the new organisational demands by developing increased resilience. Students responded by reaching out for guidance and acceptance to remain relevant in the clinical clerkships. Doctors developed a behaviour of closing in and focused on managing themselves and their patients. This created tension between these two stakeholder groups. CONCLUSION A health crisis can critically disrupt the hierarchical structure within the clinical clerkships and exacerbate existing conflicts between stakeholder groups. When medical students are not perceived as legitimate stakeholders in clinical clerkships during a health crisis, their attendance is perceived as unnecessary or even a nuisance. Despite increased student proactiveness and resilience, their roles inevitably shift from being doctors-to-be to students-to-be-managed.
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Affiliation(s)
- Laerke Marijke Noerholk
- Copenhagen Academy for Medical Education and Simulation (CAMES)Copenhagen University Hospital – RigshospitaletCopenhagenDenmark
| | - Karlen S. Bader‐Larsen
- Copenhagen Academy for Medical Education and Simulation (CAMES)Copenhagen University Hospital – RigshospitaletCopenhagenDenmark
| | | | - Anishan Vamadevan
- Copenhagen Academy for Medical Education and Simulation (CAMES)Copenhagen University Hospital – RigshospitaletCopenhagenDenmark
| | - Lisbeth Anita Andreasen
- Copenhagen Academy for Medical Education and Simulation (CAMES)Copenhagen University Hospital – RigshospitaletCopenhagenDenmark
| | - Jesper Hastrup Svendsen
- Department of Clinical Medicine, Faculty of Health and Medical SciencesUniversity of CopenhagenCopenhagenDenmark
- Department of CardiologyCopenhagen University Hospital ‐ RigshospitaletCopenhagenDenmark
| | - Hanne Jørsboe
- Nykøbing Falster Sygehus, Region ZealandNykøbing FalsterDenmark
| | - Martin G. Tolsgaard
- Copenhagen Academy for Medical Education and Simulation (CAMES)Copenhagen University Hospital – RigshospitaletCopenhagenDenmark
- Department of Clinical Medicine, Faculty of Health and Medical SciencesUniversity of CopenhagenCopenhagenDenmark
- Centre for Fetal Medicine, Juliane Marie CentreCopenhagen University Hospital ‐ RigshospitaletCopenhagenDenmark
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Coşgun Ögeyik M. Using Bloom's Digital Taxonomy as a framework to evaluate webcast learning experience in the context of Covid-19 pandemic. EDUCATION AND INFORMATION TECHNOLOGIES 2022; 27:11219-11235. [PMID: 35528755 PMCID: PMC9061225 DOI: 10.1007/s10639-022-11064-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/08/2021] [Accepted: 04/21/2022] [Indexed: 06/14/2023]
Abstract
Distance education has been the concern of educational institutions nowadays due to COVID 19 pandemic. The purpose of this study which was carried out during COVID-19 pandemic lockdown period in 2020 was to evaluate the effectiveness of webcast applications on teacher training. Since it was a sudden and an unpredicted transition from face-to-face education to webcast education, it was crucial to evaluate the outcome of teaching applications in order to compensate for the missing points in education. The evaluation framework in this study was based on Bloom's Digital Taxonomy. The participants' responses demonstrated that as a consequence of the webcast application in education, remembering, understanding, and analyzing skills were activated better than applying, evaluating, and creating thinking skills in the digital taxonomy. The findings would not be applicable to all webcast training but only to the course design that was delivered as an emergency remote course in a global pandemic.
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Brown T, Robinson L, Gledhill K, Yu ML, Isbel S, Greber C, Parsons D, Etherington J. 'Learning in and out of lockdown': A comparison of two groups of undergraduate occupational therapy students' engagement in online-only and blended education approaches during the COVID-19 pandemic. Aust Occup Ther J 2022; 69:301-315. [PMID: 35233780 PMCID: PMC9111320 DOI: 10.1111/1440-1630.12793] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/24/2021] [Revised: 02/13/2022] [Accepted: 02/14/2022] [Indexed: 11/25/2022]
Abstract
Introduction In many countries, the COVID‐19 pandemic resulted in sudden changes to the delivery of health professions education in response to local and national lockdowns. Within occupational therapy, university education programs traditionally delivered in face‐to‐face classroom, and clinical settings, the transition to online learning presented unique issues and challenges for faculty and students. This study compared the experiences and perceptions of learning in two groups of occupational therapy students during the pandemic: one group converted to online learning only and the other had a blended approach that combined face‐to‐face on‐campus learning with some online lecture content delivery. Methods Two hundred and eight (n = 208) undergraduate occupational therapy students from three Australian universities completed an online self‐report demographic questionnaire and two standardised instruments: the Student Engagement in the e‐Learning Environment Scale and the Distance Education Learning Environment Scale. An independent‐samples t test with bootstrapping was completed to examine differences in students' scores. Results Statistically significant differences were observed between the online and blended learning groups across a range of the SELES and DELES subscales. The strongest findings related to psychological motivation (p = 0.001), personal relevance (p = 0.001), interactions with instructors (p = 0.002), instructor support (p = 0.001), student interaction & collaboration (p = 0.001), and cognitive problem solving (p = 0.001). Conclusion Occupational therapy students who transitioned to online‐only learning experienced higher levels of motivation, interactions with instructors and peers, and self‐directed learning than students who experienced a blended education delivery approach of face‐to‐face and online learning. The findings extend educators' understanding of the matrix of factors that have impacted students' education during COVID‐19 and support the development of contemporary and pedagogically sound online and traditional modes of occupational therapy instruction. The results provide evidence of the importance of well‐structured programs that facilitate active and flexible learning, provide meaningful and positive experiences, and promote initiatives safeguarding social and personal well‐being. Further research in this area is recommended.
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Affiliation(s)
- Ted Brown
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia
| | - Luke Robinson
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia
| | - Kate Gledhill
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia
| | - Mong-Lin Yu
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia
| | - Stephen Isbel
- Occupational Therapy Program, Faculty of Health, The University of Canberra Hospital, Bruce, Australian Capital Territory, Australia
| | - Craig Greber
- Occupational Therapy Program, Faculty of Health, The University of Canberra Hospital, Bruce, Australian Capital Territory, Australia
| | - Dave Parsons
- Curtin School of Allied Health, Faculty of Health Sciences, Curtin University, Perth, Western Australia, Australia
| | - Jamie Etherington
- Department of Occupational Therapy, School of Primary and Allied Health Care, Faculty of Medicine, Nursing and Health Sciences, Monash University, Peninsula Campus, Frankston, Victoria, Australia
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Karikari I, Karikari G, Kyere E. Differential impact, differential adjustments: diverse experiences of the COVID-19 pandemic by college students in an Upper-Midwestern University, USA. SN SOCIAL SCIENCES 2021; 1:289. [PMID: 34909702 PMCID: PMC8660564 DOI: 10.1007/s43545-021-00287-3] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 05/12/2021] [Accepted: 11/04/2021] [Indexed: 12/12/2022]
Abstract
The impact of the COVID-19 pandemic though widespread is not monolithic. Therefore, a differentiated understanding of the pandemic’s impact on people is critical. Further, it is important to recognize that even within the same group people’s experiences may differ. The current study explored how the onset of COVID-19 and its mitigation measures impacted university students across the broad spectrum of their lives. The study utilized a qualitative approach based on individual and focus group interviews through Zoom. Participants were recruited using convenience and purposive sampling strategies. Twenty-one students (mean age = 33.8, over 76% whites, 15 females) participated in the study. Guided by systems and ecological systems theories and grounded in a contextualist paradigm, the data were analyzed thematically. Pseudonyms were adopted to preserve the anonymity of the participants. The findings revealed that COVID-19 has impacted students in varied ways ranging from the seemingly simple to the multi-layered and complex. An overarching theme, “same storm, different boats”, which conveys the notion of differential impact, and differential adjustments was identified. Nested under the overarching theme are two main themes (1) Impact of COVID-19: disruptions, stressors, and silver linings and (2) Coping with COVID-19. Participants reported positive as well as negative impacts. Factors that helped students cope included institutional support, empathy from instructors, and family support. The findings suggest that to effectively respond to the impact of COVID-19 on students, it will be important to identify and attend to the distinct and diverse stressors within this population, and systems and ecological systems theories are important guiding frameworks.
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Affiliation(s)
- Isaac Karikari
- Department of Social Work, College of Nursing and Professional Disciplines, University of North Dakota, Gillette Hall 302, 225 Centennial Drive, Stop 7135, Grand Forks, ND 58202 USA
| | - Grace Karikari
- School of Medicine & Health Sciences, University of North Dakota, Room E161, 1301 N Columbia Rd Stop 9037, Grand Forks, ND 58202-9037 USA
| | - Eric Kyere
- Indiana University School of Social Work, 902 W. New York St. Suite ES 4143C, Indianapolis, IN 46202 USA
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Opsahl AG, Embree JL, Howard MS, Davis-Ajami ML, Herrington C, Wellman DS, Hodges KT. Adapting Civility Education in an Academic-Practice Partnership. J Contin Educ Nurs 2021; 52:575-580. [PMID: 34870530 DOI: 10.3928/00220124-20211108-09] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
BACKGROUND Incivility results in nurse burnout, decreased job performance, and decreased patient safety. Leaders of an academic-practice partnership developed educational activities promoting organizational civility during the COVID-19 pandemic. The purpose of this article is to describe an educational activity about civility that was transitioned to a virtual platform and participants' comfort engaging in and responding to incivility. METHOD Face-to-face education was converted to a synchronous online event, supporting 75 nurses, nursing students, and other health care professionals in attendance. Activities consisted of cognitive rehearsal techniques, breakout rooms, simulation videos, group debriefs, and panel discussions delivered via Zoom and Mentimeter software. RESULTS Workplace Civility Index results were significantly different from pretest to post-test. Seventy-two percent of participants were not comfortable gossiping about others, but only 30% were comfortable responding to incivility. CONCLUSION Promoting civility awareness through a virtual education platform using cognitive rehearsal techniques and reflection can provide support for current and future nurses. [J Contin Educ Nurs. 2021;52(12):575-580.].
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Naifeh MM, Stevenson MD, Abramson EL, Aston CE, Li STT. Early Impact of the COVID-19 Pandemic on Pediatric Resident Workforce. Pediatrics 2021; 148:peds.2020-045096. [PMID: 34290131 DOI: 10.1542/peds.2020-045096] [Citation(s) in RCA: 6] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 05/06/2021] [Indexed: 11/24/2022] Open
Affiliation(s)
- Monique M Naifeh
- University of Oklahoma Health Sciences Center, Oklahoma City, Oklahoma
| | | | - Erika L Abramson
- Weill Cornell Medicine Graduate School of Medical Sciences, Cornell University, New York, New York
| | | | - Su-Ting T Li
- University of California, Davis, Sacramento, California
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12
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Golub SA, Pham DQ, Bargeron EL, Breuner CC, Evans YN. Evaluating the Educational Impact of Telehealth on Adolescent Medicine Trainees: a Qualitative Approach. CURRENT PEDIATRICS REPORTS 2021; 9:72-76. [PMID: 34277143 PMCID: PMC8277226 DOI: 10.1007/s40124-021-00244-x] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 06/25/2021] [Indexed: 11/24/2022]
Abstract
Purpose of Review Telehealth has been swiftly incorporated into clinical practice since the onset of the COVID-19 pandemic, with limited understanding of how it affects trainees’ educational experiences. Our study evaluates the impact of telehealth on clinical education in pediatric and Adolescent Medicine trainees during the pandemic. Recent Findings Previous literature on telehealth focused on provider and patient perceptions in addition to clinical education for students, though none has evaluated the experiences of medical residents and fellows in Adolescent Medicine. Summary Trainees reported enhanced opportunities for bidirectional observation with attending physicians, increased flexibility for the trainee and families, and the opportunity to engage with adolescents in their home environment. Drawbacks include decreased physical exam skill-building and technological difficulties that can interrupt the learning experience. Telehealth is a valuable tool in clinical education and innovative strategies are needed to refine and enhance these educational experiences for pediatric and Adolescent Medicine trainees.
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Affiliation(s)
- Sarah A Golub
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
| | - Do-Quyen Pham
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
| | | | - Cora Collette Breuner
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
| | - Yolanda N Evans
- Division of Adolescent Medicine, Seattle Children's Hospital, 4540 Sand Point Way NE Suite 200, M/S CSB-200, PO Box 5371, Seattle, WA 98145-5005 USA.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA USA
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Madhavanprabhakaran G, Francis F, John SE, Al Rawajfah O. COVID-19 pandemic and remote teaching: transition and transformation in nursing education. Int J Nurs Educ Scholarsh 2021; 18:ijnes-2020-0082. [PMID: 34139111 DOI: 10.1515/ijnes-2020-0082] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/17/2020] [Accepted: 06/01/2021] [Indexed: 11/15/2022]
Abstract
Remote teaching (RT) was the only option left to educators to continue education with public policy of lockdowns and social distancing during COVID-19 pandemic. RT is the online mode of instructional delivery. Globally it has become mandatory for all nurse educators to switch to RT mode. Many factors have been identified for effective implementation of RT, of which the major elements are choice of online teaching mode, pedagogy to choose the platform or technology, faculty preparedness, and the learner motivation and expectations. The dire need to meet the educational objectives demanded sudden transition to online mode. The paradigm shifts to RT brought many challenges and pragmatic guidance for teachers and institutions Remote teaching is flexible, student centered and feasible with opportunities to develop technically empowered faculty and coherent digital education strategies. However, tackling threats like academic integrity, inequity in accessibility and limited faculty preparedness necessitates attention. RT being flexible tool is weakened by low self-motivated students and low connectivity with digital inequity and security issues. The challenges opened opportunity to enhance faculty technical competency and learning management system.
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Affiliation(s)
- Girija Madhavanprabhakaran
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, Muscat, Sultanate of Oman
| | - Frincy Francis
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, Muscat, Sultanate of Oman
| | - Sheeba Elizabeth John
- Maternal and Child Health Department, College of Nursing, Sultan Qaboos University, Muscat, Sultanate of Oman
| | - Omar Al Rawajfah
- College of Nursing, Sultan Qaboos University, Muscat, Sultanate of Oman
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14
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Anthony Jnr B, Noel S. Examining the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. INTERNATIONAL JOURNAL OF EDUCATIONAL MANAGEMENT 2021. [DOI: 10.1108/ijem-08-2020-0370] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
PurposeThe Coronavirus 2019 (COVID-19) pandemic has already had a significant disruptive impact on the society, posing challenges to the provision of education across the world. Due to this crises governments over the world have temporarily closed educational institutions to help reduce the spread of COVID-19. Accordingly, educational institutions are deploying innovative emergency remote teaching (ERT) and virtual learning (VL) approaches for students to study at home. Digital technologies are being employed as a positive response to COVID-19 pandemic. Therefore, this study draws on existing literature and theories of online learning and change management to provide evidence on the state of art of ERT and VL.Design/methodology/approachThis current study employs a systemic review of 53 sources to provide descriptive analysis leveraging on secondary sources from the literature and document reports on theories of online learning and change management, COVID-19, pandemic, emergency remote teaching and virtual learning.FindingsFindings from this study present the theories of online learning and change management and significance and challenges of adopting ERT and VL during the COVID-19 pandemic. Also, our findings present application platforms that are being deployed for the adoption of ERT and VL during and after COVID-19 pandemic. Lastly, the findings explore potential strategies as recommendations to be employed to improve current and future adoption of ERT and VL in educational institutions.Originality/valueThis study draws on existing literature and adds to existing body of knowledge by exploring the adoption of emergency remote teaching and virtual learning during and after COVID-19 pandemic. This study provides a timely guide on the potential of emergency remote teaching and virtual learning in higher education as a response to COVID-19 crises now and into the future. This study discusses the theories of online learning and change management and also offers recommendations to educationalists and policymakers in educational institutions on addressing the crisis.
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15
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Yiasemidou M, Tomlinson J, Chetter I, Biyani CS. Impact of the SARS-CoV-2 (COVID-19) crisis on surgical training: global survey and a proposed framework for recovery. BJS Open 2021; 5:6226009. [PMID: 33855364 PMCID: PMC8047098 DOI: 10.1093/bjsopen/zraa051] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2020] [Accepted: 11/17/2020] [Indexed: 11/30/2022] Open
Abstract
Background The SARS-CoV-2 pandemic had a profound impact on surgical services, potentially having a detrimental impact on training opportunities. The aim of this global survey was to assess the impact of the COVID-19 crisis on surgical training and to develop a framework for recovery. Methods A cross-sectional, web-based survey was conducted. This was designed by a steering committee of medical educationalists and validated by a group of trainees before dissemination. Results A total of 608 responses were obtained from 34 countries and 15 specialties. The results demonstrated major disruption in all aspects of training. The impact was greatest for conferences (525 of 608) and hands-on courses (517 of 608), but less for inpatient care-related training (268 of 608). European trainees were significantly more likely to experience direct training disruption than trainees in Asia (odds ratio 0.15) or Australia (OR 0.10) (χ2 = 87.162, P < 0.001). Alternative training resources (webinars, 359 of 608; educational videos, 234 of 608) have emerged, although trainees expressed some dissatisfaction with them. The collective responses generated a four-pillar framework for training recovery that involved: guidance from training stakeholders with the involvement of trainees; prioritization of training, especially the roles of senior surgeons/trainers; provision of access to alternative/new teaching methods; and measures to address trainee anxiety. Conclusion Training has been greatly affected by the COVID-19 pandemic. The introduction of new teaching methods and a focus on training after the pandemic are imperative.
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Affiliation(s)
| | - M Yiasemidou
- Leeds Teaching Hospitals, Leeds, UK; University of Hull, Hull, UK; Hull University Teaching Hospitals NHS Trust, Hull, UK
| | | | - I Chetter
- University of Hull, Hull, UK; Hull University Teaching Hospitals NHS Trust, Hull, UK
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16
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Rao S, Chowdhury N, Naithani M, Singh A, Singh N, Gupta AK, Kathrotia R. Alternative Strategy Adopted in Practical Assessment for Pathology Postgraduate Certification Examination Amidst COVID-19 Nationwide Lockdown: An Indian Experience with a Novel Hybrid Method of Assessment. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1-9. [PMID: 33447127 PMCID: PMC7802903 DOI: 10.2147/amep.s286423] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/13/2020] [Accepted: 12/11/2020] [Indexed: 05/24/2023]
Abstract
BACKGROUND A major concern and challenge faced by the educational institution during coronavirus disease (COVID-19) pandemic and consequent lockdown is the timely conduct of the summative assessment. Unlike cognitive assessment, real-time practical assessment through online mode, without compromising principles of assessment is difficult. This study was performed to analyze an alternative hybrid approach adopted for the postgraduate practical summative assessment in pathology. MATERIALS AND METHODS Evaluation of the process of summative assessment was done where internal and external examiners synchronously assessed examinees real-time on-site (face to face) and off-site (remotely through live videoconferencing) respectively. A pre-validated questionnaire on a novel approach for assessment and feedback (with close-ended on 5-point Likert scale and open-ended questions) were administered to nine participants comprising three final year postgraduates in pathology, four examiners (two internal and two externals) and two technical experts from the Department of Pathology. Overall scores obtained by all examinees were recorded. A pre-validated questionnaire and feedback were administered to the participants to assess the novel approach to assessment. RESULTS The mean performance score obtained by examinees was 63.5% in the summative assessment. Feedback analysis revealed that 85% of participants strongly agreed and the rest (15%) agreed that essential minor deviations introduced in this novel mode of assessment did not compromise basic principles and goals of assessment. Quality of assessment through this mode of assessment was graded as good to excellent. All participants responded that this mode of examination may be applied in the future under similar circumstances. CONCLUSION This study concludes that an alternative novel hybrid method of real-time synchronous assessment with on-site and off-site examiners may be a feasible and successful model for conducting summative assessment and can be practiced in time of need.
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Affiliation(s)
- Shalinee Rao
- Department of Pathology & Advanced Center of Continuous Professional Development, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Nilotpal Chowdhury
- Department of Pathology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Manisha Naithani
- Department of Biochemistry & Advanced Center of Continuous Professional Development, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Ashok Singh
- Department of Pathology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Neha Singh
- Department of Pathology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Arvind Kumar Gupta
- Department of Pathology, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
| | - Rajesh Kathrotia
- Department of Physiology & Advanced Center of Continuous Professional Development, All India Institute of Medical Sciences, Rishikesh, Uttarakhand, India
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17
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Opsahl AG, Embree JL, Howard MS. Innovative Opportunities for Civility: Professional Development in a Time of COVID-19. J Contin Educ Nurs 2021; 52:11-12. [PMID: 33373001 DOI: 10.3928/00220124-20201215-05] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Abstract
The impact of the COVID-19 pandemic on nursing professional development has spurred innovative teaching efforts by educators. The application of new technology provided innovative support for participant engagement and allowed for evaluation of civility education learning outcomes. A technology expert provided necessary support in a live virtual environment. A planned dress rehearsal prior to the live event ensured the functionality of the virtual platform. The versatility of the new technology allowed breakout rooms and interactive software applications. Nursing professional development practitioners can use these tips to reimagine other face-to-face educational activities into a virtual platform. [J Contin Educ Nurs. 2021;52(1):11-12.].
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18
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Pham DQ, Golub SA, Breuner CC, Evans YN. The Impact of Telehealth on Clinical Education in Adolescent Medicine During the COVID-19 Pandemic: Positive Preliminary Findings. Front Pediatr 2021; 9:642279. [PMID: 33816404 PMCID: PMC8017179 DOI: 10.3389/fped.2021.642279] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Accepted: 03/01/2021] [Indexed: 12/14/2022] Open
Abstract
Purpose: Following the start of the COVID-19 pandemic, much of clinical care rapidly transitioned to telehealth, shifting the clinical training milieu for most trainees. In the wake of this shift, educators have attempted to keep learners engaged in patient care and optimize medical education as much as possible. There is, however, limited understanding of the effect of telehealth on clinical education. The aim of our study was to better understand the educational experience of pediatric and Adolescent Medicine trainees participating in clinical encounters via telehealth in a specialty consultation Adolescent Medicine Clinic at a quaternary pediatric care hospital. Methods: Using a web-based anonymous questionnaire, we surveyed trainees rotating through the Adolescent Medicine Clinic between March and June 2020. We used descriptive statistics to evaluate their experiences with telehealth and identify techniques that were effective to facilitate learning during a telehealth visit. Results: Surveys from 12 pediatric and Adolescent Medicine trainees were received, a 75% response rate. Most trainees (83.3%) reported no prior experience with telehealth before the onset of the pandemic. By the end of their rotation, trainees identified techniques that helped facilitate learning during a telehealth visit. The majority of trainees (83.3%) rated their experience as effective or very effective, and all reported interest in incorporating telehealth into their future practice. Conclusions: Pediatric and Adolescent Medicine trainees reported overall positive experiences with telehealth in clinical education and an interest in incorporating this tool into future practice. Additional research is needed to refine techniques in engaging learners through telehealth.
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Affiliation(s)
- Do-Quyen Pham
- Division of Adolescent Medicine, Seattle Children's Hospital, Seattle, WA, United States.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA, United States
| | - Sarah A Golub
- Division of Adolescent Medicine, Seattle Children's Hospital, Seattle, WA, United States.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA, United States
| | - Cora Collette Breuner
- Division of Adolescent Medicine, Seattle Children's Hospital, Seattle, WA, United States.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA, United States
| | - Yolanda N Evans
- Division of Adolescent Medicine, Seattle Children's Hospital, Seattle, WA, United States.,Department of Pediatrics, University of Washington School of Medicine, Seattle, WA, United States
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19
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Kinnear B, Zhou C, Kinnear B, Carraccio C, Schumacher DJ. Professional Identity Formation During the COVID-19 Pandemic. J Hosp Med 2021; 16:44-46. [PMID: 33231542 DOI: 10.12788/jhm.3540] [Citation(s) in RCA: 8] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/31/2020] [Accepted: 09/24/2020] [Indexed: 11/20/2022]
Affiliation(s)
- Benjamin Kinnear
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
- Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Christine Zhou
- Department of Internal Medicine, University of Cincinnati College of Medicine, Cincinnati, Ohio
| | - Bradley Kinnear
- Habif Health and Wellness Center, Washington University in St Louis, St Louis, Missouri
| | | | - Daniel J Schumacher
- Department of Pediatrics, University of Cincinnati College of Medicine, Cincinnati, Ohio
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20
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Sabeghi H, Afshar L, Foroutan SA, Yazdani S. Medical students' value-rich exposures in clinical setting during the COVID-19 pandemic. J Med Ethics Hist Med 2020; 13:26. [PMID: 34055242 PMCID: PMC8141096 DOI: 10.18502/jmehm.v13i26.4957] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/19/2020] [Accepted: 12/01/2020] [Indexed: 12/02/2022] Open
Abstract
Exposing medical students to real-world situations and clinical practice experiences during their education years can help them build their professional value frameworks. The COVID-19 pandemic is one of the most challenging conditions that medical students have experienced; however, this pandemic have provided value-rich opportunities assisting in development and enhancement of their professional identity. This commentary aimed to emphasize the importance of medical students’ exposure to clinical practice during the pandemic and the potential that such encounters provide for internalizing values.
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Affiliation(s)
- Hakimeh Sabeghi
- PhD Candidate, Virtual School of Medical Education and Management, Student Research Committee, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Leila Afshar
- Associate Professor, Department of Medical Ethics, Shahid Beheshti University of Medical Sciences, Tehran, Iran
| | - Seyed Abbas Foroutan
- Associate Professor, Permanent Member, Academy of Medical Sciences of Iran, Tehran, Iran
| | - Shahram Yazdani
- Professor, Virtual School of Medical Education and Management, Shahid Beheshti University of Medical Sciences, Tehran, Iran
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21
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Rana T, Hackett C, Quezada T, Chaturvedi A, Bakalov V, Leonardo J, Rana S. Medicine and surgery residents' perspectives on the impact of COVID-19 on graduate medical education. MEDICAL EDUCATION ONLINE 2020; 25:1818439. [PMID: 32924869 PMCID: PMC7534325 DOI: 10.1080/10872981.2020.1818439] [Citation(s) in RCA: 67] [Impact Index Per Article: 16.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/02/2020] [Accepted: 08/29/2020] [Indexed: 05/25/2023]
Abstract
The COVID-19 crisis has had an unprecedented impact on resident education and well-being: social distancing guidelines have limited patient volumes and forced virtual learning, while personal protective equipment (PPE) shortages, school/daycare closures, and visa restrictions have served as additional stressors. Our study aimed to analyze the effects of COVID-19 crisis-related stressors on residents' professional and personal lives. In April 2020, we administered a survey to residents at a large academic hospital system in order to assess the impact of the pandemic on residency training after >6 weeks of a modified schedule. The primary outcome was to determine which factors or resident characteristics were related to stress during the pandemic. Our secondary goals were to examine which resident characteristics were related to survey responses. Data were analyzed with regression analyses. Ninety-six of 205 residents completed the survey (47% response rate). For our primary outcome, anxiety about PPE (P < 0.001), female gender (P = 0.03), and the interaction between female gender and anxiety about PPE (P = 0.04) were significantly related to increased stress during the COVID-19 pandemic. Secondary analyses suggested that medicine residents were more comfortable than surgical residents using telemedicine (P > 0.001). Additionally, compared to juniors, seniors believed that the pandemic was more disruptive, modified schedules were effective, and virtual meetings were less effective while virtual lectures were more effective (all P ≤ 0.05) Furthermore, the pandemic experience has allowed seniors in particular to feel more confident to lead in future health crises (P ≤ 0.05). Medicine and surgery residency programs should be cognizant of and closely monitor the effects of COVID-19 crisis-related factors on residents' stress and anxiety levels. Transparent communication, telemedicine, online lectures/meetings, procedure simulations, advocacy groups, and wellness resources may help to mitigate some of the challenges posed by the pandemic.
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Affiliation(s)
- Tanvi Rana
- Sidney Kimmel Medical College, Philadelphia, PA, USA
| | - Christopher Hackett
- Department of Neurology, Neuroscience Institute, Allegheny General Hospital, Allegheny Health Network, Pittsburgh, PA, USA
| | - Timothy Quezada
- Department of Neurology, Neuroscience Institute, Allegheny General Hospital, Allegheny Health Network, Pittsburgh, PA, USA
| | - Abhishek Chaturvedi
- Department of Medicine, Medicine Institute, Allegheny General Hospital, Allegheny Health Network, Pittsburgh, PA, USA
| | - Veli Bakalov
- Department of Medicine, Medicine Institute, Allegheny General Hospital, Allegheny Health Network, Pittsburgh, PA, USA
| | - Jody Leonardo
- Neurosurgery, Neuroscience Institute, Allegheny General Hospital, Allegheny Health Network, Pittsburgh, PA, USA
| | - Sandeep Rana
- Department of Neurology, Neuroscience Institute, Allegheny General Hospital, Allegheny Health Network, Pittsburgh, PA, USA
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22
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Alcalá Minagorre PJ, Villalobos Pinto E, Ramos Fernández JM, Rodríguez-Fernández R, Vázquez Ronco M, Escosa-García L, Montiano Jorge JI, García García JJ. Changes from COVID-19. A perspective from internal pediatric medicine. An Pediatr (Barc) 2020; 93:343.e1-343.e8. [PMID: 33072818 PMCID: PMC7547609 DOI: 10.1016/j.anpede.2020.06.003] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2020] [Accepted: 06/11/2020] [Indexed: 11/22/2022] Open
Abstract
The SARS-CoV2 pandemic dimension has affected the Hospital Pediatrics Medicine assistance in our country. New challenges generated by COVID-19 require a series of proactive measures, based on existing scientific knowledge and standards of good practice, that allow the Pediatric Hospital services readiness and operability. Hospital Internal Pediatrics, as responsible of integral care of the hospitalized child, plays a leading role in the new hospital model emerging from this crisis. This review analyzes the impact of the current SARS-CoV2 epidemic on pediatric care, and perspective of new COVID-19 outbreaks in coexistence with other viral infections. Changes secondary to pandemic involved in Hospital pediatric units must be analyzed, and how to prepare for future epidemics, also the involvement of pediatric units in adult care and the possible opportunities for improvement. Assistance of patients with chronic complex conditions in epidemic circumstances, safety aspects, opportunities for teaching and ethical considerations are reviewed. The Spanish Society of Hospital Pediatrics Medicine offers with this article a series of resources for Internal pediatric Medicine practitioners responsible to face next challenges in pediatric hospitalization units.
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Affiliation(s)
- Pedro J Alcalá Minagorre
- Unidad de Hospitalización Pediátrica, Hospital General Universitario de Alicante, Alicante, Spain
| | | | | | | | - Miguel Vázquez Ronco
- Sección Pediatría Hospitalaria, Hospital Universitario Cruces, Barakaldo, Bizkaia, Spain
| | - Luis Escosa-García
- Servicio de Pediatría Hospitalaria, Enfermedades Infecciosas y Tropicales, Hospital Universitario La Paz, Madrid, Spain
| | | | - Juan José García García
- Unidad de Hospitalización Pediátrica, Hospital Sant Joan de Déu, Esplugues de Llobregat, Barcelona, Spain
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23
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Alcalá Minagorre PJ, Villalobos Pinto E, Ramos Fernández JM, Rodríguez-Fernández R, Vázquez Ronco M, Escosa-García L, Montiano Jorge JI, García García JJ. [Changes from COVID-19. A perspective from internal pediatric medicine]. An Pediatr (Barc) 2020; 93:343.e1-343.e8. [PMID: 32646797 PMCID: PMC7303654 DOI: 10.1016/j.anpedi.2020.06.004] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/16/2020] [Revised: 06/09/2020] [Accepted: 06/11/2020] [Indexed: 12/24/2022] Open
Abstract
SARS-CoV-2 pandemic dimension has affected the Hospital Pediatrics Medicine assistance in our country. New challenges generated by COVID-19 require a series of proactive measures, based on existing scientific knowledge and standards of good practice, that allow the Pediatric Hospital services readiness and operability. Hospital Internal Pediatrics, as responsible of integral care of the hospitalized child, plays a leading role in the new hospital model emerging from this crisis. This review analyzes the impact of the current SARS-CoV-2 epidemic on pediatric care, and perspective of new COVID-19 outbreaks in coexistence with other viral infections. Changes secondary to pandemic involved in Hospital Pediatric units, how to prepare for future epidemics, also the involvement of pediatric units in adult care and the possible opportunities for improvement need to be revised. Assistance of patients with chronic complex conditions in epidemic circumstances, safety aspects, opportunities for teaching and ethical considerations are reviewed. The Spanish Society of Hospital Pediatrics Medicine offers with this article a series of resources for Internal Pediatric Medicine practitioners responsible to face next challenges in pediatric hospitalization units.
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Affiliation(s)
- Pedro J Alcalá Minagorre
- Unidad de Hospitalización Pediátrica, Hospital General Universitario de Alicante, Alicante, España.
| | | | | | | | - Miguel Vázquez Ronco
- Sección de Pediatría Hospitalaria, Hospital Universitario Cruces, Barakaldo, Bizkaia, España
| | - Luis Escosa-García
- Servicio de Pediatría Hospitalaria, Enfermedades Infecciosas y Tropicales, Hospital Universitario La Paz, Madrid, España
| | | | - Juan José García García
- Unidad de Hospitalización Pediátrica, Hospital Sant Joan de Déu, Esplugues de Llobregat, Barcelona, España
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24
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Blankenburg R, Poitevien P, Gonzalez Del Rey J, Degnon L. Virtual Cafes: An Innovative Way for Rapidly Disseminating Educational Best Practices and Building Community During COVID-19. Acad Pediatr 2020; 20:756-757. [PMID: 32502535 PMCID: PMC7265843 DOI: 10.1016/j.acap.2020.05.025] [Citation(s) in RCA: 9] [Impact Index Per Article: 2.3] [Reference Citation Analysis] [MESH Headings] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/01/2020] [Accepted: 05/22/2020] [Indexed: 12/04/2022]
Affiliation(s)
- Rebecca Blankenburg
- Department of Pediatrics, Stanford School of Medicine (R Blankenburg), Palo Alto, Calif.
| | - Patricia Poitevien
- Department of Pediatrics, Hasbro Children's Hospital, Brown University (P Poitevien), Providence, RI
| | - Javier Gonzalez Del Rey
- Department of Pediatrics, Cincinnati Children's Hospital Medical Center, University of Cincinnati College of Medicine (J Gonzalez del Rey), Cincinnati, Ohio
| | - Laura Degnon
- Association of Pediatric Program Directors (L Degnon), McLean, Va
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25
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Emans SJ, Ford CA, Irwin CE, Richardson LP, Sherer S, Sieving RE, Simpson T. Early COVID-19 Impact on Adolescent Health and Medicine Programs in the United States: LEAH Program Leadership Reflections. J Adolesc Health 2020; 67:11-15. [PMID: 32402799 PMCID: PMC7177083 DOI: 10.1016/j.jadohealth.2020.04.010] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 04/16/2020] [Accepted: 04/16/2020] [Indexed: 11/04/2022]
Affiliation(s)
- S. Jean Emans
- Boston Children’s Hospital and Harvard Medical School, Boston, Massachusetts
| | - Carol A. Ford
- Children’s Hospital of Philadelphia and University of Pennsylvania, Philadelphia, Pennsylvania,Address correspondence to: Carol A. Ford, M.D., Division of Adolescent Medicine, Department of Pediatrics, University of Pennsylvania, Children’s Hospital of Philadelphia, Buerger Building, 12th Floor, Philadelphia, PA 19104-4399.
| | - Charles E. Irwin
- University of California, San Francisco, San Francisco, California
| | | | - Sara Sherer
- Children’s Hospital of Los Angeles and the University of Southern California, Los Angeles, California
| | | | - Tina Simpson
- University of Alabama at Birmingham, Birmingham, Alabama
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Abstract
BACKGROUND The COVID-19 pandemic has drastically changed healthcare systems and training around the world. The Training Committee of the North American Society for Pediatric Gastroenterology, Hepatology and Nutrition sought to understand how COVID-19 has affected pediatric gastroenterology fellowship training. METHODS A 21 question survey was distributed to all 77 pediatric gastroenterology fellowship program directors (PDs) in the North American Society for Pediatric Gastroenterology, Hepatology and Nutrition program director database via email on April 7. Responses collected through April 19, 2020 were analyzed using descriptive statistics. RESULTS Fifty-one of 77 (66%) PDs from the United States, Canada, and Mexico responded to the survey. Forty-six of 51 (90%) PDs reported that they were under a "stay-at-home" order for a median of 4 weeks at the time of the survey. Two of the 51 (4%) programs had fellows participating in outpatient telehealth before COVID-19 and 39 of 51 (76%) at the time of the survey. Fellows stopped participating in outpatient clinics in 22 of 51 (43%) programs and endoscopy in 26 of 51 (52%) programs. Changes to inpatient care included reduced fellow staffing, limiting who entered patient rooms, and rounding remotely. Fellows in 3 New York programs were deployed to adult medicine units. Didactics were moved to virtual conferences in 47 of 51 (94%) programs, and fellows used various online resources. Clinical research and, disproportionately, bench research were restricted. CONCLUSIONS This report provides early information of the impact of COVID-19 on pediatric fellowship training. Rapid adoption of telehealth and reduced clinical and research experiences were important changes. Survey information may spur communication and innovation to help educators adapt.
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