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Allsop S, McKinley RK, Douglass C, Pope L, Macdougall C. Every doctor an educator? MEDICAL TEACHER 2023; 45:559-564. [PMID: 36622887 DOI: 10.1080/0142159x.2022.2158069] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 05/18/2023]
Abstract
INTRODUCTION The education of the future health care workforce is fundamental to ensuring safe, effective, and inclusive patient care. Despite this there has been chronic underinvestment in health care education and, even though there is an increased need for educators, the true number of medical educators has been in relative decline for over a decade. PURPOSE In this paper, we focus on the role of doctors as medical educators. We reflect on the culture in which medical education and training are delivered, the challenges faced, and their origins and sustaining factors. We propose a re-framing of this culture by applying Maslow's principles of the hierarchy of needs to medical educators, not only as individuals but as a specialist group and to the system in which this group works, to instigate actionable change and promote self-actualization for medical educators. DISCUSSION Promoting and supporting the work of doctors who are educators is critically important. Despite financial investment in some practice areas, overall funding for and the number of medical educators continues to decline. Continuing Professional Development (CPD) schemes such as those offered by specialised medical education associations are welcomed, but without time, funding and a supportive culture from key stakeholders, medical educators cannot thrive and reach their potential. CONCLUSION We need to revolutionise the culture in which medical education is practised, where medical educators are valued and commensurately rewarded as a diverse group of specialists who have an essential role in training the health care workforce to support the delivery of excellent, inclusive health care for patients. By reimagining the challenges faced as a hierarchy we show that until the fundamental needs of value, funding and time are realised, it will remain challenging to instigate the essential change that is needed.
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Affiliation(s)
- Sarah Allsop
- Bristol Medical School, University of Bristol, Bristol, UK
| | | | | | - Lindsey Pope
- School of Medicine, Dentistry and Nursing, University of Glasgow, Glasgow, UK
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Byrne MHV, Alexander L, Wan JCM, Brown MEL, Arora A, Harvey A, Ashcroft J, Clelland AD, Hayes S, Kinder F, Dominic C, Asif A, Mogg J, Freer R, Lakhani A, Pace S, Bandyopadhyay S, Schindler N, Brassett C, Burford B, Vance G, Allan R. Clinical support during covid-19: An opportunity for service and learning? A cross-sectional survey of UK medical students. MEDICAL TEACHER 2023:1-12. [PMID: 36927278 DOI: 10.1080/0142159x.2023.2184235] [Citation(s) in RCA: 3] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
PURPOSE Medical students providing support to clinical teams during Covid-19 may have been an opportunity for service and learning. We aimed to understand why the reported educational impact has been mixed to inform future placements. METHODS We conducted a cross-sectional survey of medical students at UK medical schools during the first Covid-19 'lockdown' period in the UK (March-July 2020). Analysis was informed by the conceptual framework of service and learning. RESULTS 1245 medical students from 37 UK medical schools responded. 57% of respondents provided clinical support across a variety of roles and reported benefits including increased preparedness for foundation year one compared to those who did not (p < 0.0001). However, not every individual's experience was equal. For some, roles complemented the curriculum and provided opportunities for clinical skill development, reflection, and meaningful contribution to the health service. For others, the relevance of their role to their education was limited; these roles typically focused on service provision, with few opportunities to develop. CONCLUSION The conceptual framework of service and learning can help explain why student experiences have been heterogeneous. We highlight how this conceptual framework can be used to inform clinical placements in the future, in particular the risks, benefits, and structures.[Box: see text].
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Affiliation(s)
- Matthew H V Byrne
- Nuffield Department of Surgical Sciences, University of Oxford, Oxford, UK
| | | | | | - Megan E L Brown
- Medical Education Innovation and Research Centre, Imperial College London, London, UK
| | - Anmol Arora
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| | - Anna Harvey
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
| | - James Ashcroft
- Department of Surgery, Cambridge University Hospitals Trust, University of Cambridge, Cambridge, UK
| | - Andrew D Clelland
- Department of Surgery, Cambridge University Hospitals Trust, University of Cambridge, Cambridge, UK
| | - Siena Hayes
- Cardiff University School of Medicine, Cardiff University, Cardiff, UK
| | | | - Catherine Dominic
- Barts and the London School of Medicine, Queen Mary University of London, London, UK
| | - Aqua Asif
- Leicester Medical School, University of Leicester, Leicestershire, UK
| | - Jasper Mogg
- Oxford University Hospitals NHS Foundation Trust, Oxford, UK
| | - Rosie Freer
- School of Medical and Biomedical Sciences, University of Oxford, Oxford, UK
| | - Arjun Lakhani
- School of Medical and Biomedical Sciences, University of Oxford, Oxford, UK
| | - Samuel Pace
- School of Medical and Biomedical Sciences, University of Oxford, Oxford, UK
| | - Soham Bandyopadhyay
- Clinical Neurosciences, Clinical & Experimental Sciences, Faculty of Medicine, University of Southampton, Southampton, UK
- Wessex Neurological Centre, University Hospital Southampton NHS Foundation Trust, Southampton, UK
| | - Nicholas Schindler
- Paediatric Department, Norfolk and Norwich University Hospitals Foundation Trust, Norwich, UK
- Institute of Continuing Education, University of Cambridge, Cambridge, UK
| | - Cecilia Brassett
- Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, UK
| | - Bryan Burford
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
| | - Gillian Vance
- School of Medical Education, Newcastle University, Newcastle upon Tyne, UK
| | - Rachel Allan
- Nuffield Department of Primary Care Health Sciences, Medical Sciences Division, University of Oxford, Oxford, UK
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Development of virtual ophthalmic surgical skills training. Eye (Lond) 2023; 37:290-296. [PMID: 35058602 PMCID: PMC8773404 DOI: 10.1038/s41433-021-01896-1] [Citation(s) in RCA: 2] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/23/2021] [Revised: 12/01/2021] [Accepted: 12/02/2021] [Indexed: 01/27/2023] Open
Abstract
BACKGROUND This study aims to assess whether ophthalmic surgical skills can be taught successfully online to a diverse international and interprofessional student group. METHODS Mixed methods study involving 20 students and 5 instructors. Each student completed a pre-session and post-session questionnaire to assess their perceptions regarding online instruction. Changes in questionnaire responses were analysed using Wilcoxon signed rank (SPSS 25). Semi-structured interviews were conducted to assess instructor perceptions towards virtual surgical skills teaching. Thematic analysis was undertaken using NVivo 12.0 software. RESULTS There was a 100% completion rate of pre- and post-session questionnaires. Prior to the session, lack of instructor supervision and inability to provide constructive feedback were emergent themes from students. Pre-session concerns regarding online delivery: 40% of students thought their view of skills demonstration would be negatively impacted, 60% their level of supervision and 55% their interaction with instructors. Following the session 10%, 15% and 5% held this view respectively. All students were 'satisfied' or 'very satisfied' regarding the 'Surgeon's View' camera angle as well as the use of breakout rooms. 75% perceived an improvement in their confidence in instrument handling, 80% in cable knot tying and 70% in suture tying. Overall student rating for the virtual surgical skills session was 8.85 (±1.19) out of 10 (10 being most satisfied). CONCLUSIONS We demonstrate that successful delivery of a virtual ophthalmic surgical skills course is feasible. We were able to widen accessibility and participation through virtual delivery, which has future implications for ophthalmic surgical teaching and its reach.
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Prabu Kumar A, Omprakash A, Chokkalingam Mani PK, Kuppusamy M, Wael D, Sathiyasekaran BWC, Vijayaraghavan PV, Ramasamy P. E-learning and E-modules in medical education-A SOAR analysis using perception of undergraduate students. PLoS One 2023; 18:e0284882. [PMID: 37205679 DOI: 10.1371/journal.pone.0284882] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/23/2022] [Accepted: 04/11/2023] [Indexed: 05/21/2023] Open
Abstract
BACKGROUND Application of e-learning and e-modules in medical education has been shown to have a positive impact on learning outcomes among all types of learners, across diverse educational settings. Despite its benefits, e-learning and e-modules has not yet reached its full potential in medical education in India. Objective of this study is to evaluate the perception of undergraduate students regarding e-learning and e-modules using an appreciative inquiry tool SOAR (Strengths, Opportunities, Aspirations, Results) analysis, and to identify the barriers and challenges for the same. METHODS This longitudinal study was conducted among participants from three consecutive batches (n = 250 x 3) of first-year medical students and two consecutive batches (n = 100 x 2) of first-year dental students. The sample was selected using a purposive sampling method. Two structured and validated questionnaires were developed for this study based on the modified Zhou's Mixed Methods Model; the 'Knowledge, Attitude and Practice' Questionnaire (KAPQ) on e-learning and the feedback questionnaire (FBQ) on e-modules. The questionnaires were administered via MOODLE / hard copy, before and after the implementation of e-modules, respectively. Identified strengths, potential opportunities, probable aspirations and likely results for e-learning and e-modules were tabulated based on the qualitative analysis of perceptions of large number students sampled across three years. RESULTS Six hundred and ninety students returned both questionnaires representing a response rate of 76.6%. Nine themes were identified in the "Strengths" domain as follows: Regular Update of Knowledge, Innovative Learning, Availability, Knowledge Sharing, Abundance of Information, Accessibility, Source of Knowledge, Creativity, and Increased Engagement. Eleven themes were identified in the "Opportunities" domain as follows: Clinical Skills training, Timesaving, Flexibility, Creativity, Increased engagement, Standardized content, Capacity building for students, Capacity building for faculty, Skills training, and Self-assessment. Thirteen themes were identified under the "Aspirations" domain with the three key themes being "maintaining and building on current strengths", "increasing potential opportunities", and "addressing the barriers and challenges identified in the responses to the KAPQ and FBQ questionnaire". Four themes identified for 'Barriers' were eye strain, distractions, preference for conventional methodologies, and internet connectivity. CONCLUSIONS The findings of this qualitative study are based on the responses received from first-year medical and dental students of a Private University in Chennai, India. In this population of students, implementation of e-learning as blended learning using structured and interactive e-modules may provide more engagement during learning as well as support self-directed learning (SDL) directly or indirectly. Adoption of blended learning with e-modules as an integral part of curriculum planning may be beneficial for the achievement of Competency-Based Medical Education (CBME) goals in India.
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Affiliation(s)
- Archana Prabu Kumar
- Medical Education Department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abirami Omprakash
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu, India
| | - Prabu Kumar Chokkalingam Mani
- Department of Biochemistry, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu, India
| | - Maheshkumar Kuppusamy
- Department of Physiology, Government Yoga and Naturopathy Medical College and Hospital, Chennai, Tamil Nadu, India
| | - Doaa Wael
- Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - B W C Sathiyasekaran
- Department of Orthopaedics, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu, India
| | - P V Vijayaraghavan
- Sree Balaji Medical College and Hospital (SBMCH), Balaji Institute of Higher Education and Research (BIHER), Chennai, Tamil Nadu, India
| | - Padmavathi Ramasamy
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, Sri Ramachandra Institute of Higher Education and Research, Porur, Chennai, Tamil Nadu, India
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Bustin C, Bawa S, Munasinghe CK, Wiskin C. The impact of COVID-19-related educational disruption on final year medical students in Birmingham, United Kingdom: a mixed methods study. MEDEDPUBLISH 2022. [DOI: 10.12688/mep.19059.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
Background: The COVID-19 pandemic created unprecedented pressure on healthcare systems worldwide. Public health measures that intended to limit the spread of the virus had the unintended effect of necessitating the swift development of novel medical educational methods. The medical students most affected by this period of change were those entering their final year. This study aims to explore their perceptions of the impacts of COVID-19 on their clinical learning and mental health, as well as identify ways in which medical schools can mitigate these impacts. Methods: This is a mixed method, single-site descriptive study comprising two parts: a questionnaire and semi-structured interviews. Participants were final year medical students at the University of Birmingham, UK. Results: Key themes identified were learning opportunities, changes to assessments, communication, and wellbeing. Students were also found to experience higher levels of anxiety mid-pandemic compared to pre-pandemic. Conclusion: The pandemic has had widespread effects on the learning and wellbeing of final year medical students, which may impact their competence and confidence as junior doctors. Improved two-way communication and access to wellbeing services have been identified as factors promoting the adjustment of students to rapid changes in teaching methods and assessments.
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Atwa H, Shehata MH, Al-Ansari A, Kumar A, Jaradat A, Ahmed J, Deifalla A. Online, Face-to-Face, or Blended Learning? Faculty and Medical Students' Perceptions During the COVID-19 Pandemic: A Mixed-Method Study. Front Med (Lausanne) 2022; 9:791352. [PMID: 35186989 PMCID: PMC8850343 DOI: 10.3389/fmed.2022.791352] [Citation(s) in RCA: 24] [Impact Index Per Article: 12.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/08/2021] [Accepted: 01/03/2022] [Indexed: 11/13/2022] Open
Abstract
BackgroundCOVID-19 pandemic forced educational institutions to adopt online methods which were inevitable to keep continuity of education across all academia after suspension of traditional educational systems. The aim of this study was to explore the experience of faculty and students of online and face-to-face learning, and their preference of the mode of learning after the pandemic.MethodsThis is a mixed-method study. Quantitative data was collected through a survey from 194 medical students and 33 faculty members, while qualitative data was collected through two focus group discussions with 9 students and another two with 13 faculty members. Quantitative variables were presented as means and standard deviations. Paired samples t-test and Chi-square test were used. Thematic analysis of qualitative data was used to code, interpret, and make sense of data.ResultsMean scores of responses of faculty members and students were higher for face-to-face and blended learning compared to online learning in all survey statements with statistically significant differences. More than half of the students (53.1%) preferred the face-to-face mode of learning, while most of the faculty members (60.6%) preferred the blended mode of learning. Qualitative analysis identified five themes, namely: “Transforming the way theoretical teaching sessions are given,” “Face-to-face teaching at campus cannot be replaced for some types of education,” “Interaction in online sessions is limited,” “Problems and challenges of online examinations,” and “Technical issues and challenges of online education.” It revealed suggestions that at least 30% of the curriculum could be taught online post-COVID-19. Some aspects of clinically oriented teaching including history taking and case discussions can also be delivered online in the future. Faculty members and students reported that dealing with online education was not difficult, although the transition was not smooth.ConclusionMedical students and faculty members were in favor of face-to-face and blended modes of learning. However, they perceived online mode of learning as an acceptable adaptation in theoretical teaching and in some clinically oriented teaching including history taking and clinical case discussions. Although face-to-face education in medicine is irreplaceable, the blended mode of learning remains an acceptable and practical solution for the post-COVID era.
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Affiliation(s)
- Hani Atwa
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
- *Correspondence: Hani Atwa ;
| | - Mohamed Hany Shehata
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Family Medicine, Faculty of Medicine, Helwan University, Helwan, Egypt
| | - Ahmed Al-Ansari
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Archana Kumar
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Physiology, Sri Ramachandra Medical College, SRIHER, Chennai, India
| | - Ahmed Jaradat
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Jamil Ahmed
- Department of Family and Community Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
| | - Abdelhalim Deifalla
- Department of Anatomy, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Human Anatomy and Embryology, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
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Ahmed SA, Kumar AP, Wasfy NF, Hegazy NN, Abouzeid E, Hassanien MA, Shehata MH, Kayser WC, Mostafa RM, Khan YH, Hamdy H. Polarity Based Model for Guiding Medical School Strategy During Crisis - A Cross Sectional Qualitative Study. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2022; 13:11-25. [PMID: 35046744 PMCID: PMC8761077 DOI: 10.2147/amep.s337127] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/01/2021] [Accepted: 11/22/2021] [Indexed: 05/30/2023]
Abstract
BACKGROUND Crises in academia can best be dealt with as a polarity that needs to be leveraged rather than a problem that needs to be solved. This work aimed at utilizing the Polarity Approach for Continuity and Transformation (PACT)™ to establish a guide for medical schools during times of crisis to minimize the effect of crisis-driven decisions on strategic growth. SUBJECTS AND METHODS A qualitative study following the 5-Steps of the PACT process was conducted. A virtual mapping session was held with 108 medical educators from 22 countries to determine the upsides and downsides of strategic orientation and crisis management subsequently. RESULTS Four polarity maps were generated identifying four tension areas; University reputation, mission, teams, and individuals followed by a 72-item assessment and another mapping session to map the warning signs and action steps. A comparison between private school scores and the whole cohort of respondents showed that private schools had the least problems in team-oriented work. CONCLUSION This study highlighted the importance of taking measures to communicate the mission and supporting team functions inside universities either by enhancing resources or utilizing time and effort-saving strategies.
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Affiliation(s)
- Samar A Ahmed
- Forensic Medicine and Clinical Toxicology Department, Faculty of Medicine, Ain Shams University, Cairo, Egypt
| | - Archana P Kumar
- Medical Education Unit, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Bahrain
- Department of Physiology, Sri Ramachandra Medical College and Research Institute, SRIHER, Chennai, Tamil Nadu, India
| | - Nourhan F Wasfy
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Nagwa N Hegazy
- Family Medicine Department, Faculty of Medicine, Menoufia University, Menoufia, Egypt
| | - Enjy Abouzeid
- Medical Education Department, Faculty of Medicine, Suez Canal University, Ismailia, Egypt
| | - Mohammed A Hassanien
- Educational Affairs, College of Pharmacy, King Abdulaziz University, Jeddah, Saudi Arabia
- College of Medicine, Tanta University, Tanta, Egypt
| | - Mohamed H Shehata
- Family and community medicine department, College of Medicine and Medical Sciences, Arabian Gulf University, Manama, Kingdom of Bahrain
- Faculty of Medicine, Helwan University, Helwan, Egypt
| | | | - Randa M Mostafa
- Department of Physiology, Faculty of Medicine, Benha University, Benha, Egypt
| | - Yawar H Khan
- Riphah International University, Islamabad, Pakistan
| | - Hossam Hamdy
- Gulf Medical University, Ajman, United Arab Emirates
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Mill T, Parikh S, Allen A, Dart G, Lee D, Richardson C, Howell K, Lewington A. Live streaming ward rounds using wearable technology to teach medical students: a pilot study. BMJ SIMULATION & TECHNOLOGY ENHANCED LEARNING 2021; 7:494-500. [PMID: 35520979 PMCID: PMC8154297 DOI: 10.1136/bmjstel-2021-000864] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Accepted: 05/12/2021] [Indexed: 11/03/2022]
Abstract
Background The COVID-19 pandemic resulted in a loss of clinical clerkship opportunities for medical students. To address this problem while maintaining patient safety, this pilot study explored the feasibility of using a wearable headset to live stream teaching ward rounds to remotely based medical students. Methods Three live streamed teaching ward rounds were delivered to three groups of medical students (n=53) using the Microsoft HoloLens 2 device and Microsoft Teams software, and results pooled for analysis. Feedback was gathered from students and instructors using the evaluation of technology-enhanced learning materials (ETELM). Patient feedback was gathered using the Communication Assessment Tool to explore any impact on interpersonal communication. Results The response rate for the ETELM-learner perceptions was 58% (31/53), 100% for the ETELM-instructor perceptions. Students strongly agreed that the overall quality of the teaching session and instructors was excellent. However, 32% experienced issues with audio or video quality and one remote student reported cyber sickness. The statement 'educational activities encouraged engagement with session materials/content' returned the most varied response. Instructors reported technological problems with delivery while using the HoloLens 2 device and environmental noise in the ward was a disruptive factor. Preparation and skilled facilitation were key to delivering a high-quality teaching session. Patients reacted generally favourably to the technology and no negative effects on interpersonal communication were identified. Conclusion The experience of live streamed ward rounds was well received by patients, medical students and teaching faculty. However, there remain limitations to the routine use of HoloLens 2 technology in our setting including steep learning curves, hardware costs and environmental factors such as noise and WiFi connectivity. Live streamed ward rounds have potential postpandemic implications for the judicious use of resources, and the possibility for few educationally minded clinicians to teach at scale in a patient-friendly manner.
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Affiliation(s)
- Tobias Mill
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Shefali Parikh
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Archie Allen
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Gemma Dart
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Daniel Lee
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | | | - Keith Howell
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
| | - Andrew Lewington
- Medical Education Leeds, Leeds Teaching Hospitals NHS Trust, Leeds, UK
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Byrne MHV, Ashcroft J, Alexander L, Wan JCM, Arora A, Brown MEL, Harvey A, Clelland A, Schindler N, Brassett C, Allan R. COVIDReady2 study protocol: cross-sectional survey of medical student volunteering and education during the COVID-19 pandemic in the United Kingdom. BMC MEDICAL EDUCATION 2021; 21:211. [PMID: 33853584 PMCID: PMC8045566 DOI: 10.1186/s12909-021-02629-4] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/09/2021] [Accepted: 03/24/2021] [Indexed: 05/02/2023]
Abstract
BACKGROUND The coronavirus disease 2019 pandemic has led to global disruption of healthcare. Many students volunteered to provide clinical support. Volunteering to work in a clinical capacity was a unique medical education opportunity; however, it is unknown whether this was a positive learning experience or which volunteering roles were of most benefit to students. METHODS The COVIDReady2 study is a national cross-sectional study of all medical students at medical schools in the United Kingdom. The primary outcome is to explore the experiences of medical students who volunteered during the pandemic in comparison to those who did not. We will compare responses to determine the educational benefit and issues they faced. In addition to quantitative analysis, thematic analysis will be used to identify themes in qualitative responses. DISCUSSION There is a growing body of evidence to suggest that service roles have potential to enhance medical education; yet, there is a shortage of studies able to offer practical advice for how these roles may be incorporated in future medical education. We anticipate that this study will help to identify volunteer structures that have been beneficial for students, so that similar infrastructures can be used in the future, and help inform medical education in a non-pandemic setting. TRIAL REGISTRATION Not Applicable.
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Affiliation(s)
- Matthew H V Byrne
- Nuffield Department of Surgical Sciences, University of Oxford, Old Rd, Headington, Oxford, OX3 7LE, UK.
| | - James Ashcroft
- Department of Surgery, Addenbrooke's Hospital, University of Cambridge, Cambridge, UK
| | | | | | - Anmol Arora
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| | - Megan E L Brown
- Health Professions Education Unit, Hull York Medical School, University of York, York, UK
| | - Anna Harvey
- King's College London GKT School of Medical Education, London, UK
| | - Andrew Clelland
- Department of Surgery, Addenbrooke's Hospital, University of Cambridge, Cambridge, UK
| | - Nicholas Schindler
- Paediatric Department, Norfolk and Norwich University Hospitals NHS Foundation Trust, Norwich, UK
| | - Cecilia Brassett
- Department of Physiology, Development and Neuroscience, University of Cambridge, Cambridge, UK
| | - Rachel Allan
- Nuffield Department of Primary Care Health Sciences, Medical Sciences Division, University of Oxford, Oxford, UK.
- Radcliffe Primary Care Building, Radcliffe Observatory Quarter, Woodstock Road, Oxford, OX2 6GG, UK.
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Kumar S, Shah B, Johari A, Anjum R, Garg D, Salhotra R, Tyagi A, Khan AM, Jain AK. Covid-19 Pandemic: Resumption of Orthopedic Care and Medical Education. Indian J Orthop 2021; 55:506-515. [PMID: 33840819 PMCID: PMC8019346 DOI: 10.1007/s43465-021-00379-5] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 02/03/2021] [Accepted: 02/06/2021] [Indexed: 02/04/2023]
Abstract
Covid-19 is a respiratory disease caused by coronavirus 2 (SARS-CoV-2) first identified in Wuhan, China (December 2019). The disease rapidly crossed the barrier of countries, continents and spread globally. Non-pharmaceutical measures such as social distancing, face mask, frequent hand washing and use of sanitizer remained the best available option to prevent the spread of disease. OPD, IPD admissions, elective O. Ts were curtailed. Orthopedic care was only limited to emergency and semi-urgent procedures like necrotizing fasciitis, open fracture, and compartment syndrome. These measures were taken to preserve infrastructure and manpower to manage covid-19 pandemic. The children were thought to have a low susceptibility to covid-19 as compared to an adult. Deferring the patient during pandemic has led to high orthopedic disease burden, morbidity and disease-related sequelae, hence elective care must be resumed with modified hospital infrastructure. Resumption of elective/emergent orthopedic care should be slow, phasic and strategic, much similar to unlocking. Cases must be stratified depending on covid status and severity. Dedicated O.Ts with neutral/negative pressure and HEPA filter for covid positive and suspected patients are to be used. All symptomatic and suspected patients should be investigated for covid-19 by RT-PCR, blood counts and CT scan. Regional anaesthesia should be preferred to General anaesthesia. Power drill/saw/burr/pulse lavage should be minimized to avoid aerosol generation. Postoperatively continuous surveillance and monitoring to be done for covid related symptoms. Medical institutes rapidly shifted to the online mode of education. Blended learning (virtual & physical) and imparting skills have to be continued in post covid phase with equitable distribution of teaching hours to students of different years.
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Affiliation(s)
- Saurabh Kumar
- University College of Medical Sciences (University of Delhi), New Delhi, India
| | - Bhushan Shah
- G.B Pant Institute of Postgraduate Medical Education and Research, New Delhi, India
| | - Ashok Johari
- Children Orthopedic Hospital, Mumbai, Maharashtra India
| | - Rashid Anjum
- Acharya Shri Chander College of Medical Sciences Hospital, Jammu, Jammu and Kashmir India
| | - Devansh Garg
- University College of Medical Sciences (University of Delhi), New Delhi, India
| | - Rashmi Salhotra
- University College of Medical Sciences (University of Delhi), New Delhi, India
| | - Asha Tyagi
- University College of Medical Sciences (University of Delhi), New Delhi, India
| | - Amir Maroof Khan
- University College of Medical Sciences (University of Delhi), New Delhi, India
| | - Anil Kumar Jain
- University College of Medical Sciences (University of Delhi), New Delhi, India
- Orthopaedics Department, University College of Medical Sciences (University of Delhi), New Delhi, 110095 India
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