1
|
Fine E, Libby VR, Hariton E, Vaught KCC, Anderson KL, Chen SH, Forman EJ, Omurtag K, Trivax BS. Evaluating the utility of a global webinar for mentoring medical students and OBGYN residents in REI. JOURNAL OF EDUCATION AND HEALTH PROMOTION 2023; 12:421. [PMID: 38333164 PMCID: PMC10852186 DOI: 10.4103/jehp.jehp_1608_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 11/09/2022] [Accepted: 04/26/2023] [Indexed: 02/10/2024]
Abstract
BACKGROUND In medical school and residency, clinical experiences influence trainee's decisions on what medical specialty they choose. Most trainees have limited access to opportunities to engage in the field of reproductive endocrinology and infertility (REI). Due to the COVID-19 pandemic and the shutdown of away electives, exposure to REI was especially limited. This study aims to evaluate the effectiveness of a live Q and A webinar on improving trainees' access to mentorship and knowledge of the path to becoming a reproductive endocrinology and infertility (REI) physician. MATERIALS AND METHODS This study is a prospective paired cohort study. Medical students and OBGYN residents participated in a global Q and A webinar featuring REI physicians and fellows. 70 pre- and post-webinar surveys were included in the analysis. Paired nonparametric tests (Wilcoxon signed-rank test) were performed to assess whether post-webinar knowledge was significantly different from pre-webinar knowledge. RESULTS Of the 268 registrants, 162 (60%) attended the live webinar. A majority of the respondents who completed both surveys were female (90%) and allopathic medical students (80%). Seventy-seven percent reported receiving only minimal advice about an REI career from their medical school or residency program, while 22% reported receiving some advice, and 1% extensive advice. Thirty-four percent had previously shadowed an REI physician and 23% had rotated in an REI office. Post-webinar significantly more trainees had a better understanding of the REI field, the path required to become an REI physician, opportunities to find mentors in the field, opportunities that are conducive to learning more about REI, and applying for rotations in the REI field (p = <.00001). Eighty-two percent agreed that their interest in REI increased due to this webinar. CONCLUSIONS A webinar featuring REI physicians and fellows was effective in providing mentorship and career advisement for prospective REI trainees who otherwise expressed having limited access to the field.
Collapse
Affiliation(s)
- Eliana Fine
- Stony Brook University Hospital, Stony Brook, NY, USA
| | | | - Eduardo Hariton
- University of California, San Francisco, San Francisco, CA, USA
| | | | | | - Serena H. Chen
- Division of Reproductive Medicine, IRMS at St Barnabas, Livingston, NJ, USA
| | | | - Kenan Omurtag
- Washington University in St. Louis, St. Louis, MO, USA
| | | |
Collapse
|
2
|
Alenezi S, Bahathig A, Soliman M, Alhassoun H, Alkadi N, Albarrak M, Albadrani W, Alghoraiby R, Alhaddab A, Al-Eyadhy A. Performance and satisfaction during the E-learning transition in the COVID-19 pandemic among psychiatry course medical students. Heliyon 2023; 9:e16844. [PMID: 37303529 PMCID: PMC10229445 DOI: 10.1016/j.heliyon.2023.e16844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/04/2022] [Revised: 05/19/2023] [Accepted: 05/30/2023] [Indexed: 06/13/2023] Open
Abstract
Background In the field of medical education, students faced significant challenges during the COVID-19 pandemic. Abrupt alterations were made in the form of preventative precautions. Virtual classes replaced onsite classes, clinical placements were canceled, and social distance interventions prevented face-to-face practical sessions. The present study aimed to assess students' performance and satisfaction before and after the transition of a psychiatry course from onsite to entirely online during the COVID-19 pandemic. Methods A retrospective, non-clinical, and non-interventional comparative educational research study included all students registered in the psychiatric course for the academic year 2020 (pre-pandemic/onsite) and 2021 (during the pandemic/online).To assess students' satisfaction, we utilized the National Commission for Academic Accreditation and Assessment (NCAAA) students' satisfaction survey used by the academic quality unit at KSU, College of Medicine.Satisfaction was assessed in six domains: course organization, learning resources, faculty experiences, clinical teaching, practical sessions, and overall satisfaction. The reliability of the questionnaire was measured using Cronbach's alpha test.To assess their performance, students' grades from both periods were obtained from the exam center. Results A total of 193 medical students enrolled in the study; 80 received onsite learning and assessment, while another 113 received full online learning and assessment. The students' mean indicators of course satisfaction for the online courses exceeded their corresponding indicators significantly compared to the onsite courses. These indicators included students' satisfaction in terms of course organization, p < 0.001; medical learning resources, p < 0.050; faculty experience, p < 0.050; and overall course, p < 0.050. There were no significant differences regarding satisfaction in both practical sessions, p > 0.050, and clinical teaching, p > 0.050. The students' performance mean was significantly higher in the online (M = 91.76) compared to the onsite courses (M = 88.58) (p < 0.001), and the Cohen's D statistic showed there was a medium level of enhancement in students' overall grades (Cohen's d = 0.41). Conclusion Students perceived the switch to online delivery methods very favorably. Students' satisfaction significantly improved regarding the themes of course organization, faculty experience, learning resources, and overall course satisfaction, while a similar level of adequate student satisfaction was maintained in terms of clinical teaching and practical sessions during the transition of the course to e-learning. In addition, the online course was associated with a trend toward higher students' grades. However, the assessment of the achievement of course learning outcomes and the maintenance of this positive impact warrants further investigation.
Collapse
Affiliation(s)
- Shuliweeh Alenezi
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
- SABIC Psychological Health Research and Applications Chair (SPHRAC), Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Ali Bahathig
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Department of Psychiatry, College of Medicine, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
- SABIC Psychological Health Research and Applications Chair (SPHRAC), Department of Psychiatry, College of Medicine, King Saud University, Riyadh, Saudi Arabia
| | - Mona Soliman
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Medical Education Department, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
| | - Hamad Alhassoun
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Norah Alkadi
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Majd Albarrak
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Wejdan Albadrani
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Rinad Alghoraiby
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Abdullah Alhaddab
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
| | - Ayman Al-Eyadhy
- College of Medicine, King Saud University, Riyadh11362, Saudi Arabia
- Pediatric Department, King Saud University Medical City, King Saud University, Riyadh11362, Saudi Arabia
| |
Collapse
|
3
|
Western LF, Gillam LA, Moore CJS, Wong KHF, Hinchliffe R. A webinar series to educate applicants about the UK academic foundation programme: a longitudinal cross-sectional study. BMC MEDICAL EDUCATION 2022; 22:903. [PMID: 36581834 PMCID: PMC9800056 DOI: 10.1186/s12909-022-03961-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/06/2022] [Accepted: 12/14/2022] [Indexed: 06/17/2023]
Abstract
BACKGROUND The UK academic foundation programme (AFP) is a competitive programme for medical graduates and forms the initial stage of the integrated clinical academic pathway. The application is complex and targeted education is beneficial. As online technologies improve, virtual medical education is becoming more common. Currently, webinar education, particularly that of webinar series, are poorly evidenced. An online course was created to investigate the acceptability and effectiveness of webinars for medical education. METHODS A six-part, one-hour sessional webinar course was developed following a focus group with academic foundation doctors. A pre- and post-course cross-sectional questionnaire study evaluated participant demographics, webinar opinion and self-rated understanding of the AFP via Google Form (Google, USA). Where applicable a five-point Likert scale (1-Strongly disagree to 5-strongly agree) was utilised and analysis using non-parametric paired statistical analysis. RESULTS Medical students (n=303) from 35 UK universities completed the pre-course questionnaire. Most students had not received targeted education on the AFP. They rated webinars useful for education (mean=4.2 s.d. 0.7). After the course, participants (n=66) expressed it was significantly convenient (mean=4.7), effective (mean=4.7) and suitably interactive (mean=4.4) (p<0.001 compared to neutral). Participants preferred short sessions over multiple days to the concept of a full-day event (mean=4.6 vs 3.1, p<0.001). Paired analysis of participants completing both forms (n=47) demonstrates a significant increase in self-rated understanding of AFP content, portfolio building, application process, acute clinical scenarios, interview technique and overall confidence in acquiring an AFP post (p<0.001). Follow-up identified 43 participants who completed the course were successful in their AFP application. This represents 7.8% of all successful AFP applicants in 2021. CONCLUSIONS This study evidences an accessible and effective webinar series for AFP education. Comprehensive webinar courses for similar topics and demographics may provide valuable utility in the provision of future medical education. TRIAL REGISTRATION Ethics requirements were waived for this study by Bristol University Ethics Committee. All participants in this study consented for anonymous use of their data. As such the trial is not registered.
Collapse
Affiliation(s)
- Luke F Western
- Oxford University Clinical Academic Graduate School, Oxford, England
| | | | - Connor JS Moore
- Bristol Centre for Surgical Research, University of Bristol, Bristol, England
| | - Kitty HF Wong
- Bristol Centre for Surgical Research, University of Bristol, Bristol, England
| | - Robert Hinchliffe
- Bristol Centre for Surgical Research, University of Bristol, Bristol, England
| |
Collapse
|
4
|
Thanaraaj V, Turkman A. A Response to Evaluating the Usefulness and Acceptability of a Revision-Purposed "Specialties" Webinar for Educating UK-Based Fifth and Final Year Medical Students During the COVID-19 Pandemic [Letter]. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1187-1188. [PMID: 34675746 PMCID: PMC8517244 DOI: 10.2147/amep.s338847] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/11/2021] [Accepted: 10/03/2021] [Indexed: 06/13/2023]
Affiliation(s)
| | - Ahmed Turkman
- Imperial College London, Faculty of Medicine, London, UK
| |
Collapse
|
5
|
Shah S, Chattopadhyay S. A Response to "Evaluating the Usefulness and Acceptability of a Revision-Purposed 'Specialties' Webinar for Educating UK-Based Fifth and Final Year Medical Students During the COVID-19 Pandemic: Is This the Future of Medical Education?" [Letter]. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1143-1144. [PMID: 34934379 PMCID: PMC8678627 DOI: 10.2147/amep.s340588] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/22/2021] [Accepted: 09/26/2021] [Indexed: 06/14/2023]
Affiliation(s)
- Sajedah Shah
- Medical Student, St George’s University of London, London, UK
| | | |
Collapse
|
6
|
Hong SB, Yu J, Chen S. A Response to "Evaluating the Usefulness and Acceptability of a Revision-Purposed 'Specialties' Webinar for Educating UK-Based Fifth and Final Year Medical Students During the COVID-19 Pandemic: Is This the Future of Medical Education?" [Letter]. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1141-1142. [PMID: 34675740 PMCID: PMC8502007 DOI: 10.2147/amep.s337550] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/03/2021] [Accepted: 09/23/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Sa-Bin Hong
- Department of Medicine, Imperial College London, London, UK
| | - Jiakun Yu
- Department of Medicine, Imperial College London, London, UK
| | - Sihan Chen
- Department of Medicine, Imperial College London, London, UK
| |
Collapse
|
7
|
Hebdon L, Kotecha D. Response to "Evaluating the Usefulness and Acceptability of a Revision-Purposed 'Specialties' Webinar for Educating UK-Based Fifth and Final Year Medical Students During the COVID-19 Pandemic: Is This the Future of Medical Education?" - Medical Student Perspective [Letter]. ADVANCES IN MEDICAL EDUCATION AND PRACTICE 2021; 12:1101-1102. [PMID: 34594146 PMCID: PMC8478081 DOI: 10.2147/amep.s336774] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 09/02/2021] [Accepted: 09/18/2021] [Indexed: 06/13/2023]
Affiliation(s)
- Lara Hebdon
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| | - Deeya Kotecha
- School of Clinical Medicine, University of Cambridge, Cambridge, UK
| |
Collapse
|