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Silvestre J, Aakhus E, Weldeslase TA, DeLisser HM. A 15-Year Analysis of Supply and Demand for Hematology and Oncology Training in the United States. JCO Oncol Pract 2024; 20:717-724. [PMID: 38285966 DOI: 10.1200/op.23.00531] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/23/2023] [Revised: 10/14/2023] [Accepted: 12/19/2023] [Indexed: 01/31/2024] Open
Abstract
PURPOSE There is a paucity of research on the supply of the hematology and oncology workforce despite projected shortages in the United States Over the past 15 years of the hematology and oncology match (HOM), we hypothesized that there would be more growth in the number of training positions relative to applicants, higher match rates for US allopathic graduates relative to non-US allopathic graduates, and fewer applicants matching at their top fellowship choices. METHODS This was a national, retrospective cohort study of all applicants in the HOM (2009-2023). Match rates and applicant-to-training position ratios were calculated and compared over time with Pearson tests. RESULTS Growth in the number of annual training positions (426-708; 66% increase) exceeded growth in the number of interested applicants (706-945; 34% increase; P < .001). Annual applicant-to-training position ratios decreased from 1.7 to 1.3 (r = -0.813; P < .001). Match rates increased over the study period for both US allopathic graduates (79%-88%; r = 0.761; P = .001) and non-US allopathic graduates (45%-63%; r = 0.801; P < .001). During each year, match rates for US allopathic graduates exceeded those for non-US allopathic graduates (P < .001). From 2018 to 2023, US allopathic graduates (83%) had higher match rates than US osteopathic graduates (60%) and international medical graduates (50%; P < .001). The percentage of applicants that matched at one of their top three fellowship choices increased from 53% to 60% (r = 0.480; P = .070). Fewer available annual training positions went unfilled over the study period (3%-0.3%; r = - 0.870; P < .001). CONCLUSION Match rates have increased in the HOM but remain competitive especially for non-US allopathic graduates. Future investigation is needed to understand disparities in match outcomes by additional applicant and fellowship program characteristics. Ongoing surveillance of HOM outcomes remains critical given the projected shortages in the US hematology and oncology workforce.
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Affiliation(s)
| | - Erin Aakhus
- Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA
| | | | - Horace M DeLisser
- Department of Medicine, Perelman School of Medicine, University of Pennsylvania, Philadelphia, PA
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Alkhasawneh A, Baskovich B, Gopinath A, Allan R, Mohamed A, Quan W. Interactive Pathology Tutorial in Neoplastic Hematology Disorders for Medical Hematology-Oncology Fellows. J Cancer Educ 2024:10.1007/s13187-024-02427-8. [PMID: 38520477 DOI: 10.1007/s13187-024-02427-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 03/18/2024] [Indexed: 03/25/2024]
Abstract
Hematology-oncology (HO) fellows receive limited instruction in the process of establishing a diagnosis for hematologic neoplasms, and learning neoplastic hematology often occurs in limited encounters. In the current study, we developed a web-based interactive pathology tutorial in neoplastic hematologic disorders for HO fellows to work up simulated cases and establish the diagnosis. An online system ("Pathology Playground") was utilized to load case materials including microscopic images and ancillary studies. Twelve high-yield simulated cases of common leukemias and lymphoma were included. At the beginning of each case, trainees review the clinical history and slide images, and then, they are given the option to request additional pathology work-up. Based on the results, they can enter their diagnostic impression. If the diagnosis is correct, the user is shown a short educational presentation. If the diagnosis is not correct, the user gets notified by the message "Incorrect." The tutorial was integrated in the educational curriculum of our HO fellowship program, and bimonthly teaching sessions were held to review two cases each time. During the sessions, trainees request ancillary studies to complete the diagnostic work-up using the software and interpret the findings. As the case is being worked up by the trainee, the hematopathologists and HO fellowship program director discuss the findings, the appropriate work-up tools, and the implications on management. All of our six HO fellows attended the sessions, and a survey from the trainees showed high ease of use of the system and they viewed it as a very useful educational tool. A pre-test and post-test were administered for one of the sessions, and the result showed improvement in the average from 62 to 73%. Expanding the use of this online interactive tutorial and incorporating additional cases would enhance its value as a learning resource.
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Affiliation(s)
- Ahmad Alkhasawneh
- Department of Pathology and Laboratory Medicine, College of Medicine, UF Health Jacksonville, 655 W 8thStreet, C-506, Jacksonville, FL, 32209, USA.
| | - Brett Baskovich
- Department of Pathology, Mount Sinai Hospital, New York, NY, USA
| | - Arun Gopinath
- Department of Pathology and Laboratory Medicine, College of Medicine, UF Health Jacksonville, 655 W 8thStreet, C-506, Jacksonville, FL, 32209, USA
| | - Robert Allan
- Department of Pathology, Malcom Randall Veterans Affairs Medical Center, University of Florida, Gainesville, FL, USA
| | - Abdullah Mohamed
- Department of Pathology and Laboratory Medicine, College of Medicine, UF Health Jacksonville, 655 W 8thStreet, C-506, Jacksonville, FL, 32209, USA
| | - Walter Quan
- Department of Medicine, UF Health Jacksonville, Jacksonville, FL, USA
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Barnbrock A, Schäfer K, Stursberg J, Siebald B, Graf N, Mücke U, Schneider DT, Bochennek K, Füller M. Committed Lone Fighters And Group Experiences: An International Survey On Pediatric Hematology And Oncology Training In German-Speaking Countries. Klin Padiatr 2024. [PMID: 38428466 DOI: 10.1055/a-2260-4374] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 03/03/2024]
Abstract
INTRODUCTION In German-speaking countries children with cancer are treated in about 70 hospitals. While national and European curricula for pediatric oncology and hematology (POH) have been developed, little is known, how far these curricula have been implemented into daily training and what topics are deemed urgent by instructors. METHODS AND MATERIALS In 2022 the Didactics and Educational working party of the German Pediatric Hematology/Oncology Society conducted a survey plus interview by phone call on local educational conditions in POH and needs of educators. RESULTS Thirty-two (45%) POH centers answered the questionary, half have appointed persons overseeing the training. A wide range educational scenarios were described in some centers. Trainees identified urgent needs in areas such as hybrid education and demanded training workshops on specific topics and intensified networking and a general curriculum implemented into daily care as mandatory. CONCLUSION This is the first survey on educational issues in POH in German speaking centers, describing the current situation before and under pandemic conditions. Great individual efforts have already been achieved by dedicated teachers. A comprehensive training program in POH is still missing, which translates the national curriculum into daily practice, while improving networking and balancing the resources of the individual centers.
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Affiliation(s)
- Anke Barnbrock
- Centre for Paediatrics and Adolescent Medicine, Pediatric Hematology and Oncology, Hospital of the Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Kristine Schäfer
- Pediatric Hematology and Oncology, University Hospital Giessen, Giessen, Germany
| | - Jana Stursberg
- Pediatric Hematology and Oncology, Ulm University Hospital, Ulm, Germany
| | - Benjamin Siebald
- Centre for Paediatrics and Adolescent Medicine, Pediatric Hematology and Oncology, Hospital of the Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Norbert Graf
- Pediatric Hematology and Oncology, Saarland University Hospital, Homburg/Saar, Germany
| | - Urs Mücke
- Pediatric Hematology and Oncology, Hannover Medical School Centre for Paediatrics and Adolescent Medicine, Hannover, Germany
| | - Dominik T Schneider
- Centre for Paediatrics and Adolescent Medicine, Pediatric Hematology and Oncology, Hospital Dortmund, Dortmund, Germany
| | - Konrad Bochennek
- Centre for Paediatrics and Adolescent Medicine, Pediatric Hematology and Oncology, Hospital of the Goethe University Frankfurt, Frankfurt am Main, Germany
| | - Miriam Füller
- Bone marrow transplantation and Pediatric Hematology and Oncology, University Hospital Münster, Munster, Germany
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Shalabi KM, Almurdi MM. Satisfaction and attitudes towards online continuous medical education and its impact on clinical practice among physiotherapists. BMC Med Educ 2024; 24:70. [PMID: 38233905 PMCID: PMC10795308 DOI: 10.1186/s12909-024-05049-2] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/07/2023] [Accepted: 01/09/2024] [Indexed: 01/19/2024]
Abstract
BACKGROUND The traditional face-to-face of medical education is gradually being replaced with online education. However, the rate of adoption of online continuing medical education (OCME) as a learning method among practicing clinical physiotherapists (PTs) is unclear. The objectives of this study were to measure the satisfaction with, attitudes towards, and impact of OCME among practicing clinical PTs in Saudi Arabia (SA) and to examine the factors that affect the findings for satisfaction, attitude, and impact towards OCME. METHODS This cross-sectional survey was conducted between October 2021 and January 2022. PTs employed at various medical facilities and specialties in Saudi Arabia completed an online survey to assess satisfaction with, attitudes towards, and impact of OCME. RESULTS Of the 127 participants, 48 were female (37.8%), 44.1% were aged between 24 and 30 years. Overall, 57.5% of the respondents were satisfied with OCME compared with conventional face-to-face education, and 45.7% agreed and 18.1% strongly agreed that OCME was more flexible. Further, 52.8% of the respondents thought that OCME programs could supplement traditional face-to-face education. The majority of the participants (63.8%) agreed that participating in OCME programs increased their knowledge, and 55.1% and 51.2% agreed that attending these programs improved patient outcomes and increased their confidence in patient management, respectively. However, only 38.6% agreed that participating in OCME programs enhanced their clinical expertise. The mean satisfaction, attitude, and impact scores differed significantly according to age group, marital status, number of years of practice, and specialty (p < 0.0001). Multiple regression analysis showed that older age was independently associated with better satisfaction and more positive attitudes and impact. Further, having a specialization also seemed to improve the impact of OCME. CONCLUSION The PTs were satisfied with and had positive attitudes towards OCME, and also found that it had a positive impact on their clinical practice. Thus, existing OCME programs are a good option for expanding the number of PTs proficient in clinical care.
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Affiliation(s)
- Kholood Matouq Shalabi
- Rehabilitation Sciences Department, College of Health and Rehabilitation Sciences, Princess Nourah bint Abdulrahman University, P.O.Box 84428, Riyadh 11671, Kingdom of Saudi Arabia
| | - Muneera Mohammed Almurdi
- Rehabilitation Health Sciences Department, College of Applied Medical Sciences, King Saud University, Riyadh, Kingdom of Saudi Arabia.
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Guo R, Austill L, Ginnetti RM, Yan L. Assessment of the factors affecting health profession students' emergency transition during the COVID-19 pandemic: A cross-sectional study. J Am Coll Health 2023; 71:2151-2159. [PMID: 34388081 DOI: 10.1080/07448481.2021.1962327] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Received: 12/30/2020] [Revised: 07/08/2021] [Accepted: 07/22/2021] [Indexed: 06/13/2023]
Abstract
Objective: This study aimed to identify the factors that affected health profession students' emergency transition during the COVID-19 pandemic and to explore strategies that may help students be better prepared for any future health crises. Participants: This study population included 73 students that were originally enrolled in one online section (n = 49) and one face-to-face section (n = 24) of a healthcare administration course before the transition. Methods: The cross-sectional study was conducted and the anonymous survey data were analyzed using SPSS and a Man-Whitney U test. Results: Of the 73 students, 48 completed the survey, with a response rate of 66% (48/73). There was a statistically significant difference in the perceived COVID-19 impact (z=-3.339, p = 0.001) and difficulty transitioning during the pandemic (3-2.142, p = 0.032) between both groups. The top three hindering factors were stress and anxiety, difficulty focusing on studying at home, and time management due to uncertainty. Conclusions: The study findings suggest strategies that may help students with adequate knowledge and capabilities in managing stress, anxiety, and unprecedented challenges in the future.
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Affiliation(s)
- Ruiling Guo
- Health Care Administration Program, College of Business, Idaho State University, Pocatello, ID, USA
| | - Lori Austill
- Instructional Technology Resource Center, Idaho State University, Pocatello, ID, USA
| | - Richard M Ginnetti
- College of Education, Health, and Human Services, University of Michigan - Dearborn, Dearborn, MI, USA
| | - Liang Yan
- College of Pharmacy, University of Utah, Salt Lake City, UT, USA
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Bud M, Pricope R, Pop R, Korkut B, Lucaciu O, Cimpean S, Delean A. Romanian dental students' learning experience related to lifestyle changes imposed by Covid-19 lockdown. Med Pharm Rep 2023; 96:427-433. [PMID: 37970192 PMCID: PMC10642734 DOI: 10.15386/mpr-2482] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/20/2022] [Revised: 06/25/2022] [Accepted: 07/20/2022] [Indexed: 11/17/2023] Open
Abstract
Background and aim The SARS-CoV-2 outbreak in Romania was followed by the declaration of an Emergency State and the subsequent lockdown. As all the schools and universities ceased onsite activities, the teaching process continued exclusively online, on different platforms, such as Microsoft Teams or Zoom. Objectives The aim of this cross-sectional study is to evaluate how the lifestyle changes imposed by the Covid-19 lockdown and online lectures influenced the learning experience of Romanian dental students, as their point of view could bring new information which might contribute to improving the teaching process. Methods The questionnaire had 28 items, each with either a Likert Scale or a multiple-choice option and was distributed in April 2020, one month after implementation of circulation restrictions and social distancing. Results Compared to classical teaching, we found that the online teaching process had a lower efficiency, with a higher satisfaction level for online courses, but lower for online practical teaching activities. The absence of human interaction was found to be detrimental to the teaching process. Conclusion Despite the lower efficiency of online learning, it was a good alternative that helped students continue their education in the situation created by the outbreak of Covid-19. For higher learning efficiency, a compromise method consisting of online courses and onsite practical training could be a better alternative.
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Affiliation(s)
- Marius Bud
- Department of Conservative Odontology, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
| | - Razvan Pricope
- Department of Conservative Odontology, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
| | - Razvan Pop
- Department of Conservative Odontology, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
| | - Bora Korkut
- Department of Restorative Dentistry, Marmara Univeristy, Istanbul, Turkey
| | - Ondine Lucaciu
- Department of Oral Health, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
| | - Sanda Cimpean
- Department of Conservative Odontology, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
| | - Ada Delean
- Department of Conservative Odontology, Iuliu Hatieganu University of Medicine and Pharmacy, Cluj-Napoca, Romania
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Giannopoulos E, Agarwal A, Croke J, Golden DW, Hirsch AE, Jimenez RB, Malik NH, Papadakos J, Quartey NK, Samoil D, Wu CHD, Ingledew PA, Giuliani M. Exploring the Perceived Educational Impact of COVID-19 on Postgraduate Training in Oncology. J Cancer Educ 2023; 38:829-836. [PMID: 35726080 PMCID: PMC9208832 DOI: 10.1007/s13187-022-02192-6] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 06/13/2022] [Indexed: 06/02/2023]
Abstract
This study sought to report the degree to which postgraduate trainees in radiation oncology perceive their education has been impacted by the COVID-19 pandemic. A cross-sectional online survey was administered from June to July 2020 to trainee members of the Canadian Association of Radiation Oncology (CARO) (n = 203). Thirty-four trainees responded with a 17% response rate. Just under half of participants indicated that COVID-19 had a negative/very negative impact on training (n = 15; 46%). The majority agreed/strongly agreed that they feared family/loved ones would contract COVID-19 (n = 29, 88%), felt socially isolated from friends and family because of COVID-19 (n = 23, 70%), and had difficulty concentrating on tasks because of concerns about COVID-19 (n = 17, 52%). Changes that had a negative/very negative impact on learning included limitations to travel and networking (n = 31; 91%) and limited patient contact (n = 19; 58%). Virtual follow-ups (n = 25: 76%) and in-patient care activities (n = 12; 36%) increased. Electives were cancelled in province (n = 10; 30%), out-of-province (n = 16; 49%), and internationally (n = 15; 46%). Teaching from staff was moderately reduced to completely suppressed (n = 23, 70%) and teaching to medical students was moderately reduced to completely suppressed (n = 27, 82%). Significant changes to radiation oncology training were wrought by the pandemic, and roughly half of trainees perceive that these changes had a negative impact on training. Innovations in training delivery are needed to adapt to these new changes.
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Affiliation(s)
| | - Ankit Agarwal
- Western Radiation Oncology/El Camino Health, Mountain View, CA, USA
| | - Jennifer Croke
- Radiation Medicine Program, Princess Margret Cancer Centre, Toronto, ON, Canada
- Department of Radiation Oncology, University of Toronto, Toronto, ON, Canada
| | - Daniel W Golden
- Department of Radiation Oncology, University of Chicago, Chicago, IL, USA
| | - Ariel E Hirsch
- Department of Radiation Oncology, Boston University School of Medicine, Boston, MA, USA
| | - Rachel B Jimenez
- Department of Radiation Oncology, Massachusetts General Hospital, Boston, MA, USA
| | - Nauman H Malik
- Department of Radiation Oncology, University of Toronto, Toronto, ON, Canada
| | - Janet Papadakos
- Cancer Education, Princess Margret Cancer Centre, Toronto, ON, Canada
- Cancer Care Ontario, Ontario Health, Toronto, ON, Canada
- Institute of Health Policy, Management & Evaluation, University of Toronto, Toronto, ON, Canada
| | | | - Diana Samoil
- Cancer Education, Princess Margret Cancer Centre, Toronto, ON, Canada
| | | | - Paris-Ann Ingledew
- Department of Surgery, University of British Columbia, Vancouver, British Columbia, Canada
| | - Meredith Giuliani
- Radiation Medicine Program, Princess Margret Cancer Centre, Toronto, ON, Canada.
- Department of Radiation Oncology, University of Toronto, Toronto, ON, Canada.
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Upadhyay S, Flora R, Rajaee A, Ugiliweneza B, Iles AM. Training of Family Medicine residents in the first year of the COVID-19 pandemic. J Family Med Prim Care 2023; 12:996-1002. [PMID: 37448918 PMCID: PMC10336927 DOI: 10.4103/jfmpc.jfmpc_1777_22] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/06/2022] [Revised: 01/29/2023] [Accepted: 02/06/2023] [Indexed: 07/18/2023] Open
Abstract
Background The immediate impact of the pandemic on resident training has been well documented. As the pandemic and its effects persisted beyond what was initially predicted, this study aimed to assess the impact of the pandemic on the training of family medicine (FM) residents a year after it began and to assess the burnout residents experienced during this period. Methods The survey was conducted between January 18 and February 18, 2021. Participation was solicited via an email sent to the program directors throughout the US, who were asked to circulate the survey among their residents. The questionnaire was divided into sections to assess the impact of the pandemic on clinical training, didactics, and preparedness for the next phase in the career. In addition, the burnout experienced was assessed using the Copenhagen Burnout Inventory. Results 227 responses were analyzed. 83% (n = 186) of respondents felt that the pandemic had a negative impact on their training and 63% (n = 141) felt that the pandemic had a negative impact on didactics. 50% (n = 44) of the third-year residents thought that they would be able to meet the graduation requirement for outpatient encounters. 41% (n = 36) of the third-year residents felt less prepared for the next step in their careers. 119 respondents met the cutoff threshold for personal burnout, 134 for work-related burnout, and 65 for client-related burnout. Conclusion Residency training is difficult with high reported rates of burnout before the COVID-19 pandemic. This study reinforces the evidence that the pandemic made both mental well-being and adequate training more difficult for FM residents across the country.
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Affiliation(s)
- Smita Upadhyay
- Department of Family and Geriatric Medicine, University of Louisville, Louisville, KY, USA
| | - Rebecca Flora
- Department of Family and Geriatric Medicine, University of Louisville, Louisville, KY, USA
| | - Arezoo Rajaee
- Department of Family and Geriatric Medicine, University of Louisville, Louisville, KY, USA
| | - Beatrice Ugiliweneza
- Department of Neurosurgery, University of Louisville, Louisville, KY, USA
- Kentucky Spinal Cord Injury Research Center, University of Louisville, Louisville, KY, USA
- Department of Health Management and Systems Sciences, University of Louisville, Louisville, KY, USA
| | - Ashley M. Iles
- Department of Family and Geriatric Medicine, University of Louisville, Louisville, KY, USA
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Ullrich PJ, Ramsey MD. Global Plastic Surgery: A Review of the Field and a Call for Virtual Training in Low- and Middle-Income Countries. Plast Surg (Oakv) 2023; 31:118-125. [PMID: 37188140 PMCID: PMC10170637 DOI: 10.1177/22925503211034833] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/05/2021] [Accepted: 06/22/2021] [Indexed: 11/16/2022] Open
Abstract
Lack of surgical access severely harms countless populations in many low- and middle-income countries (LMICs). Many types of surgery could be fulfilled by the plastic surgeon, as populations in these areas often experience trauma, burns, cleft lip and palate, and other relevant medical issues. Plastic surgeons continue to contribute significant time and energy to global health, primarily by participating in short mission trips intended to provide many surgeries in a short time frame. These trips, while cost-effective for lack of long-term commitments, are not sustainable as they require high initial costs, often neglect to educate local physicians, and can interfere with regional systems. Education of local plastic surgeons is a key step toward creating sustainable plastic surgery interventions worldwide. Virtual platforms have grown popular and effective-particularly due to the coronavirus disease 2019 pandemic-and have shown to be beneficial in the field of plastic surgery for both diagnosis and teaching. However, there remains a large potential to create more extensive and effective virtual platforms in high-income nations geared to educate plastic surgeons in LMICs to lower costs and more sustainably provide capacity to physicians in low access areas of the world.
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Affiliation(s)
- Peter J. Ullrich
- Division of Plastic and Reconstructive Surgery, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
| | - Matthew D. Ramsey
- Division of Plastic and Reconstructive Surgery, Northwestern University Feinberg School of Medicine, Chicago, IL, USA
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Walinski CJ, Ontiveros JC, Liu F, Crain G, Vardar-Sengul S. Optimizing teaching effectiveness in dental education for a new generation of learners. J Dent Educ 2023; 87:182-188. [PMID: 36135950 DOI: 10.1002/jdd.13108] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/30/2022] [Revised: 08/16/2022] [Accepted: 09/03/2022] [Indexed: 11/11/2022]
Abstract
PURPOSE Today's dental students, Generation Z (Gen Z), are said to learn differently than those of previous generations. As generations of dental students vary, our teaching styles must keep up with unique and changing groups of individuals. METHODS This article discusses learner-focused teaching methods including techniques that address the characteristics of Gen Z learners. Blended learning methods that combine online media with traditional face-to-face sessions, team-based learning, and a flipped classroom format have previously been suggested as ways to increase learning effectiveness and student satisfaction. RESULTS In this paper, the characteristics and preferences of Gen Z students are described along with the challenges they create with conventional teaching methods. An implementation strategy using principles from organizational agility and Bolman and Deal's Four Frames Model is proposed for dental schools to transition to a more learner-centered teaching approach. CONCLUSIONS The suggested strategy can be customized and could be useful to schools that wish to enhance their teaching methods to meet the learning needs of Gen Z dental students and beyond.
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Affiliation(s)
- Christopher J Walinski
- Department of Dental Medicine, Touro College of Dental Medicine, Hawthorne, New York, USA
| | - Joe C Ontiveros
- Department of Restorative Dentistry & Prosthodontics, Oral Biomaterials Division, Houston Center for Biomaterials and Biomimetics, The University of Texas Health Science Center at Houston School of Dentistry, Houston, Texas, USA
| | - Fei Liu
- Department of Biologic & Materials Sciences and Prosthodontics, University of Michigan, School of Dentistry, Ann Arbor, Michigan, USA
| | - Geralyn Crain
- Adjunct Faculty, Roseman University of Health Sciences College of Dental Medicine, South Jordan, Utah, USA
| | - Saynur Vardar-Sengul
- Department of Periodontology, Nova Southeastern University College of Dental Medicine, 3200 South University Drive, Fort Lauderdale, Florida, USA
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Campbell SR, Castillo R, Lalani N, Ingledew PA. COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology. Int J Radiat Oncol Biol Phys 2022; 113:705-713. [PMID: 35772437 PMCID: PMC9236201 DOI: 10.1016/j.ijrobp.2022.03.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/28/2022] [Accepted: 03/02/2022] [Indexed: 11/29/2022]
Affiliation(s)
| | - Richard Castillo
- Department of Radiation Oncology, Emory University, Atlanta, Georgia
| | - Nafisha Lalani
- Department of Radiation Oncology, University of Ottawa, Ottawa, Ontario, Canada
| | - Paris-Ann Ingledew
- Department of Radiation Oncology, British Columbia Cancer Agency, Vancouver, British Columbia, Canada.
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12
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Terazono H, Tsuchiya M, Maki Y, Yoshikawa N, Kawahara Y, Nishimura K, Shinohara K, Ogawa D, Mori R, Iwamoto Y, Itagaki F, Masuko H, Yonemura M, Uchida M. Evaluation of a Webinar for Pharmacists Learning Basic Clinical-Oncology during COVID-19 Pandemic in Japan. Biol Pharm Bull 2022; 45:856-862. [PMID: 35786594 DOI: 10.1248/bpb.b21-00844] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/09/2022]
Abstract
It is essential for oncology pharmacists to update their knowledge, skills, and ethical attitudes. The Japanese Society of Pharmaceutical Oncology is an academic society for healthcare professionals involved in cancer treatment. It has conducted in-person seminars every year to cultivate the knowledge necessary for practicing advanced cancer medicine. Owing to the coronavirus disease (COVID-19) pandemic, the society was obligated to conduct a web-based seminar this year. A questionnaire survey was conducted before and after the webinar to explain how it works and to assess the learning attitudes of beginner and moderately skilled pharmacists in the field of oncology. Questionnaire surveys were conducted with the participants before and after watching the webinar. The questionnaires sought to determine participants' perspectives on the webinar and their knowledge of the seven modules. Of the 1756 webinar attendees, 1661 (94.6%) answered the pre-webinar survey and 1586 (90.3%) answered the post-webinar survey. Results indicate that the median post-webinar knowledge score was significantly higher than the median pre-webinar score (p < 0.001) in all modules. Principal component analysis of the degree of knowledge of seven modules revealed that the improved score group consisted of those from younger age groups, with less experience as pharmacists, non-society members, and those with less experience in past society seminars. Moreover, the web-based seminar provided a uniform learning effect throughout the country without distinguishing between urban and rural learners. The web-based educational program was an acceptable educational tool for Japanese oncology pharmacists.
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Affiliation(s)
- Hideyuki Terazono
- Department of Pharmacy, Kagoshima University Hospital.,Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO)
| | - Masami Tsuchiya
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, Miyagi Cancer Center
| | - Yosuke Maki
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, Nagasaki Medical Center
| | - Naoki Yoshikawa
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, University of Miyazaki Hospital
| | - Yosuke Kawahara
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, JR Tokyo General Hospital
| | - Keiko Nishimura
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Sogo Medical Co., Ltd
| | - Keisuke Shinohara
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, Saku Central Hospital Advanced Care Center
| | - Daisuke Ogawa
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, Matsuda Hospital
| | - Riho Mori
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, Tokushima Municipal Hospital
| | - Yoshihiro Iwamoto
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, National Cancer Center Hospital East
| | - Fumio Itagaki
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Clinical & Pharmaceutical Sciences, Faculty of Pharma Sciences, Teikyo University
| | - Hiroyuki Masuko
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, Hokkaido Medical Center for Child Health And Rehabilitation
| | - Masahito Yonemura
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Pharmacy, National Cancer Center Hospital East
| | - Mayako Uchida
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO).,Department of Education and Research Center for Pharmacy Practice, Doshisha Women's College of Liberal Arts
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13
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Stein CJ, Buller RI, Kivlehan EJ, Williams DN, Dubon ME, Moschelli JS. Fellows’ Perspective of Educational Changes in Medical Sports Medicine During the COVID-19 Pandemic. Cureus 2022; 14:e26199. [PMID: 35891815 PMCID: PMC9306680 DOI: 10.7759/cureus.26199] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 06/22/2022] [Indexed: 11/23/2022] Open
Abstract
Background As a result of the coronavirus disease 2019 (COVID-19) pandemic, graduate medical education, along with most of daily life, was disrupted. The goal of this study was to explore the experiences of fellows in primary care/medical sports medicine (MSM) and view the changes made to training programs through their eyes. Methodology A questionnaire was developed to collect qualitative and quantitative data regarding the fellow’s experiences in training from March to June 2020. Fellows on the American Medical Society for Sports Medicine list of current Sports Medicine Fellows in the United States and Canada were invited to participate. Of the 329 invited, 90 (27.4%) fellows returned questionnaires. Results MSM fellows highlighted positive adaptations as well as losses to their educational programs related to the pandemic. The biggest gain reported was additional learning time, and the greatest loss was to sports and event coverage. Most fellows reported attending collaborative sessions, and they noted an increase in didactics compared to pre-pandemic levels. The largest losses were noted in event coverage and training room exposures, with smaller declines in ultrasounds, procedures, and research experiences. They also described challenges, including changing clinical roles, managing social isolation and boredom, and balancing work and family responsibilities. Conclusions Fellows identified gains, losses, and challenges due to pandemic-related changes to their fellowship programs. Fellowship directors and educators in different fields can use this understanding of the fellows’ experiences to build on current resources, further develop collaborative efforts, create new educational opportunities, and provide additional support for fellow learning.
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14
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Pavlidis N, Peccatori FA, Eniu A, Rassy E, Aapro M, Cavalli F, Lordick F, Costa A. Changing the landscape of European School of Oncology-European Society for Medical Oncology masterclasses in clinical oncology during the COVID-19 pandemic. Future Oncol 2022; 18:2857-2864. [PMID: 35722882 PMCID: PMC9245562 DOI: 10.2217/fon-2021-1477] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/05/2022] Open
Abstract
Aims: This study aimed to assess the participants' evaluation of the European School of Oncology–European Society for Medical Oncology virtual masterclasses in clinical oncology (MCOs) organized during the pandemic in 2021. Materials & methods: The participants answered an online evaluation questionnaire at the end of each MCO to evaluate the content and organization of the MCO. Results: The clinical session and case presentation scores ranged between 4.6 and 4.8 over 5. The participants strongly agreed that the MCOs offered updates to improve their knowledge and practice in 68–83% and 52–76%, respectively; 74–90% of the participants considered the quality of the meetings to be excellent. Conclusion: The participants were satisfied with the virtual MCOs during the COVID-19 pandemic. Virtual MCO may be an acceptable alternative educational modality in specific circumstances. In 2002, the European School of Oncology (ESO) established masterclasses in clinical oncology (MCOs) and provided 41 in-person courses over the past two decades. As the COVID-19 pandemic forced travel restrictions and social distancing, the ESO and the European Society for Medical Oncology (ESMO) adapted the traditional MCOs to create virtual MCOs presented on e-ESO, an ESO e-learning platform. To date, five virtual MCOs have been organized for oncologists from western Europe, Latin America, Arab countries and southern Europe, the Baltic and Eurasia, eastern Europe and the Balkans. This study aimed to assess the participants' evaluation of the ESO-ESMO virtual MCOs organized during the pandemic in 2021 and to compare the participants' evaluation with that of previous in-person MCOs conducted between 2002 and 2019.
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Affiliation(s)
- Nicholas Pavlidis
- University of Ioannina, Ioannina, Greece.,European School of Oncology College (ESCO), Milan, 20121, Italy
| | - Fedro A Peccatori
- European School of Oncology (ESO), Milan, 20121, Italy.,Gynecologic Oncology Department, European Institute of Oncology IRCCS, Milan, 20141, Italy
| | - Alexandru Eniu
- European School of Oncology College (ESCO), Milan, 20121, Italy.,Hospital Riviera Chablais, Rennaz, 1847, Switzerland
| | - Elie Rassy
- Gustave Roussy, Département de Médecine Oncologique, Villejuif, 94805, France
| | - Matti Aapro
- Breast Center, Genolier Cancer Centre, Genolier, 1272, Switzerland
| | - Franco Cavalli
- Oncology Institute of Southern Switzerland, Bellinzona, 6500, Switzerland
| | - Florian Lordick
- University of Leipzig Medical Centre, University Cancer Center (UCCL), Leipzig, 04103, Germany
| | - Alberto Costa
- European School of Oncology (ESO), Milan, 20121, Italy
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15
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Dua AB, Bolster MB, Gensler LS, Kolfenbach J, Mamut MH, Seo P, Jonas BL. Virtually Speaking: The Impact of a Nationwide Synchronous and Asynchronous Learning Forum. Arthritis Care Res (Hoboken) 2022. [PMID: 35724301 DOI: 10.1002/acr.24972] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/01/2021] [Revised: 05/25/2022] [Accepted: 06/14/2022] [Indexed: 12/31/2022]
Abstract
OBJECTIVE To address significant disruptions in didactic education precipitated by the COVID-19 pandemic, a group of rheumatology program directors collaborated with the American College of Rheumatology to create a virtual fellows-in-training (V-FIT) program. METHODS A working group was composed to develop the virtual didactic program comprising live virtual sessions of core curricular rheumatology topics that were recorded to permit asynchronous learning. Nationally recognized educators were invited to lead sessions to fill the void in didactic education occurring on a broad scale across US rheumatology fellowship training programs. Demographic information, live and asynchronous participation data, and feedback surveys were collected from participants in the program. RESULTS There were 3 components to V-FIT: the Virtual Rheumatology Learning (ViRL) series, the Virtual Rheumatology Practicum (ViP), and the Virtual Rheumatology Teaching Lessons (ViTLs). The ViRL program had global impact with more than 2,000 learners from more than 55 countries. ViP provided a standardized curriculum of rheumatology topics for incoming first-year fellows. ViTLs addressed advanced and interdisciplinary rheumatic disease topics for learners at all stages. CONCLUSION With collaboration, adaptation, and innovation, the V-FIT program not only maintained but also enhanced education for rheumatology trainees, was enriched by national and international participation, and provided standardized, broadly accessible content with interdisciplinary learning.
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Affiliation(s)
| | | | | | | | | | - Philip Seo
- Johns Hopkins University, Baltimore, Maryland
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16
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Khamees D, Peterson W, Patricio M, Pawlikowska T, Commissaris C, Austin A, Davis M, Spadafore M, Griffith M, Hider A, Pawlik C, Stojan J, Grafton-Clarke C, Uraiby H, Thammasitboon S, Gordon M, Daniel M. Remote learning developments in postgraduate medical education in response to the COVID-19 pandemic - A BEME systematic review: BEME Guide No. 71. Med Teach 2022; 44:466-485. [PMID: 35289242 DOI: 10.1080/0142159x.2022.2040732] [Citation(s) in RCA: 9] [Impact Index Per Article: 4.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/14/2023]
Abstract
BACKGROUND Prior reviews investigated medical education developments in response to COVID-19, identifying the pivot to remote learning as a key area for future investigation. This review synthesized online learning developments aimed at replacing previously face-to-face 'classroom' activities for postgraduate learners. METHODS Four online databases (CINAHL, Embase, PsychINFO, and PubMed) and MedEdPublish were searched through 21 December 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction, and assessed risk of bias. The PICRAT technology integration framework was applied to examine how teachers integrated and learners engaged with technology. A descriptive synthesis and outcomes were reported. A thematic analysis explored limitations and lessons learned. RESULTS Fifty-one publications were included. Fifteen collaborations were featured, including international partnerships and national networks of program directors. Thirty-nine developments described pivots of existing educational offerings online and twelve described new developments. Most interventions included synchronous activities (n Fif5). Virtual engagement was promoted through chat, virtual whiteboards, polling, and breakouts. Teacher's use of technology largely replaced traditional practice. Student engagement was largely interactive. Underpinning theories were uncommon. Quality assessments revealed moderate to high risk of bias in study reporting and methodology. Forty-five developments assessed reaction; twenty-five attitudes, knowledge or skills; and two behavior. Outcomes were markedly positive. Eighteen publications reported social media or other outcomes, including reach, engagement, and participation. Limitations included loss of social interactions, lack of hands-on experiences, challenges with technology and issues with study design. Lessons learned highlighted the flexibility of online learning, as well as practical advice to optimize the online environment. CONCLUSIONS This review offers guidance to educators attempting to optimize learning in a post-pandemic world. Future developments would benefit from leveraging collaborations, considering technology integration frameworks, underpinning developments with theory, exploring additional outcomes, and designing and reporting developments in a manner that supports replication.
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Affiliation(s)
- Deena Khamees
- McGovern Medical School, University of Texas Health Science Center at Houston, Houston, TX, USA
| | - William Peterson
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Teresa Pawlikowska
- Royal College of Surgeons, University of Medicine and Health Sciences, Dublin, Ireland
| | - Carolyn Commissaris
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Andrea Austin
- San Diego School of Medicine, University of California, San Diego, CA, USA
| | - Mallory Davis
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Maxwell Spadafore
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Max Griffith
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Ahmad Hider
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Cameron Pawlik
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | - Jennifer Stojan
- Emergency Medicine, University of Michigan Medical School, Ann Arbor, MI, USA
| | | | - Hussein Uraiby
- School of Medicine, University of Leicester, Leicester, UK
| | | | - Morris Gordon
- Blackpool Victoria Hospital, Blackpool, UK
- School of Medicine, University of Central Lancashire, Preston, UK
| | - Michelle Daniel
- San Diego School of Medicine, University of California, San Diego, CA, USA
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17
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Velazquez AI, Durani U, Weeks LD, Major A, Reynolds R, Kumbamu A, Das DG, Murphy MC, Henry E, Lee AI, Marshall AL. Impact of COVID-19 on Hematology-Oncology Fellowship Programs: A Quantitative and Qualitative Survey Assessment of Fellowship Program Directors. JCO Oncol Pract 2022; 18:e551-e563. [PMID: 35015586 PMCID: PMC9014421 DOI: 10.1200/op.21.00634] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/28/2021] [Revised: 10/27/2021] [Accepted: 11/30/2021] [Indexed: 01/07/2023] Open
Abstract
PURPOSE The COVID-19 pandemic led to unprecedented challenges in medical training, and we sought to assess the specific impact of COVID-19 on hematology-oncology (HO) fellowship programs. METHODS We conducted a cross-sectional anonymous online survey of 103 HO program directors (PDs) in conjunction with the American Society of Hematology (ASH) and ASCO. We sought to assess the specific impact of COVID-19 on HO fellowship programs' clinical, educational, and research activities, evaluate perceptions regarding PD and trainee emotional and mental health, and identify ways to support programs. Data were analyzed using descriptive statistics, parametric and nonparametric tests, and multivariable logistic regression models. Responses to open-ended questions were analyzed with thematic analysis. RESULTS Significant changes to fellowship activities included transitioning fellow training from outpatient clinics to telehealth (77.7%), shifting to virtual education (94.2%), and moving to remote research work (63.1%). A minority (21.4%) of PDs reported that their fellows were redeployed to cover non-HO services. Most PDs (54.4%) believed COVID-19 had a slight negative impact on fellowship training. PD self-reported burnout increased significantly from 15.5% prepandemic to 44.7% during the pandemic, and most PDs witnessed minor signs of fellow burnout (52.4%). Common PD concerns included inadequate supervision for telehealth activities, reduced opportunities for fellow advancement and promotion, lack of professional development activities, limited research operations and funding, program financial constraints, and virtual recruitment. CONCLUSION We encourage institutions and national societies to allocate resources and develop programs that can support fellowships and mitigate the potential negative effects of COVID-19 on trainee and PD career development.
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Affiliation(s)
- Ana I. Velazquez
- Division of Hematology and Oncology, Department of Medicine, University of California, San Francisco, San Francisco, CA
- National Clinician Scholars Program, Philip R. Lee Institute for Health Policy Studies, University of California, San Francisco, San Francisco, CA
| | - Urshila Durani
- Division of Hematology, Department of Internal Medicine, Mayo Clinic, Rochester, MN
| | | | - Ajay Major
- Section of Hematology and Oncology, Department of Medicine, University of Chicago, Chicago, IL
| | | | - Ashok Kumbamu
- Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN
| | - Devika G. Das
- Division of Hematology and Oncology, University of Alabama Medical Center, Birmingham, AL
| | - Martina C. Murphy
- Division of Hematology and Oncology, University of Florida, Gainesville, FL
| | - Elizabeth Henry
- Department of Medical Education, Loyola University Medical Center, Maywood, IL
- Division of Hematology and Oncology, Loyola University Medical Center, Maywood, IL
| | - Alfred I. Lee
- Section of Hematology, Department of Internal Medicine, Yale University School of Medicine, New Haven, CT
| | - Ariela L. Marshall
- Division of Hematology, Department of Internal Medicine, Mayo Clinic, Rochester, MN
- Department of Laboratory Medicine and Pathology, Mayo Clinic, Rochester, MN
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18
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Lee SS, Lee H, Hwang H. New approach to learning medical procedures using a smartphone and the Moodle platform to facilitate assessments and written feedback. KMJ 2022. [DOI: 10.7180/kmj.22.010] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/11/2022] Open
Abstract
Background: To overcome communication obstacles between medical students and trainers, we designed serial learning activities utilizing a smartphone and web-based instruction (WBI) on the Moodle platform to provide clear and retrievable trainer feedback to students on an objective structured clinical examination (OSCE) item. Methods: We evaluated students’ learning achievement and satisfaction with the new learning tool. A total of 80 fourth-year medical students participated. They installed the Moodle app (the WBI platform) on their smartphones and practiced an endotracheal suction procedure on a medical simulation mannequin while being evaluated by a trainer regarding competence in clinical skills on the smartphone app. Students’ competency was evaluated by comparing the scores between the formative assessment and the summative assessment. The degree of satisfaction and usefulness for the smartphone and WBI system were analyzed. Results: The means (standard deviations, SDs) of the formative and summative assessments were 8.80 (2.53) and 14.24 (1.97) out of a total of 17 points, respectively, reflecting a statistically significant difference (P<0.05). The degree of satisfaction and perceived usefulness of the smartphone app and WBI system were excellent, with means (SDs) of 4.60 (0.58), and 4.60 (0.65), respectively. Conclusion: We believe that the learning process using a smartphone and the Moodle platform offers good guidance for OSCE skill development because trainers’ written feedback is recorded online and is retrievable at all times, enabling students to build and maintain competency through frequent feedback review.
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19
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Bastos RA, Carvalho DRDS, Brandão CFS, Bergamasco EC, Sandars J, Cecilio-Fernandes D. Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review. Med Teach 2022; 44:187-195. [PMID: 34608845 DOI: 10.1080/0142159x.2021.1973979] [Citation(s) in RCA: 20] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
AIMS The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. METHODS All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. RESULTS 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. CONCLUSIONS Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.
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Affiliation(s)
- Rodrigo Almeida Bastos
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
| | | | | | | | - John Sandars
- Edge Hill University Medical School, Edge Hill University, Ormskirk, UK
| | - Dario Cecilio-Fernandes
- Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas, Campinas, Brazil
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20
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Durani U, Major A, Velazquez AI, May J, Nelson M, Zheng Z, Hall AG, Alam ST, Reynolds R, Thompson JC, Kumbamu A, Das DG, Murphy MC, Henry E, Lee AI, Marshall AL, Wun T, Weeks LD. Impact of COVID-19 on Hematology-Oncology Trainees: A Quantitative and Qualitative Assessment. JCO Oncol Pract 2022; 18:e586-e599. [PMID: 34990292 PMCID: PMC9014488 DOI: 10.1200/op.21.00630] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
PURPOSE Graduate medical and research training has drastically changed during the COVID-19 pandemic, with widespread implementation of virtual learning, redeployment from core rotations to the care of patients with COVID-19, and significant emotional and physical stressors. The specific experience of hematology-oncology (HO) fellows during the COVID-19 pandemic is not known. METHODS We conducted a mixed-methods study using a survey of Likert-style and open-ended questions to assess the training experience and well-being of HO fellows, including both clinical and postdoctoral trainee members of the American Society of Hematology and ASCO. RESULTS A total of 2,306 surveys were distributed by e-mail; 548 (23.8%) fellows completed the survey. Nearly 40% of fellows felt that they had not received adequate mental health support during the pandemic, and 22% reported new symptoms of burnout. Pre-existing burnout before the pandemic, COVID-19-related clinical work, and working in a primary research or nonclinical setting were associated with increased burnout on multivariable logistic regression. Qualitative thematic analysis of open-ended responses revealed significant concerns about employment after training completion, perceived variable quality of virtual education and board preparation, loss of clinical opportunities to prepare for independent clinical practice, inadequate grant funding opportunities in part because of shifting research priorities, variable productivity, and mental health or stress during the pandemic. CONCLUSION HO fellows have been profoundly affected by the pandemic, and our data illustrate multiple avenues for fellowship programs and national organizations to support both clinical and postdoctoral trainees.
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Affiliation(s)
- Urshila Durani
- Department of Hematology and HCT, City of Hope, Duarte, CA
| | - Ajay Major
- Section of Hematology-Oncology, Department of Medicine, The University of Chicago, Chicago, IL
| | - Ana I Velazquez
- Division of Hematology-Oncology, Department of Medicine, University of California San Francisco, San Francisco, CA.,National Clinician Scholars Program, Philip R. Lee Institute for Health Policy Studies, University of California San Francisco, San Francisco, CA
| | - Jori May
- Division of Hematology and Oncology, Department of Medicine, University of Alabama at Birmingham Medical Center, Birmingham, AL
| | - Marquita Nelson
- Division of Hematology and Oncology, Department of Medicine, University of Tennessee Health Science Center, Memphis, TN
| | - Ze Zheng
- Division of Endocrinology, Department of Medicine, Medical College of Wisconsin, Milwaukee, WI.,Blood Research Institute, Versiti Blood Center of Wisconsin, Milwaukee, WI
| | - Anurekha G Hall
- Division of Hematology and Oncology, Department of Pediatrics, Seattle Children's Hospital, University of Washington, Seattle, WA
| | - Sara Taveras Alam
- Division of Hematology and Oncology, Baylor College of Medicine, Houston, TX
| | | | | | - Ashok Kumbamu
- Kern Center for the Science of Health Care Delivery, Mayo Clinic, Rochester, MN
| | - Devika G Das
- Division of Hematology and Oncology, Department of Medicine, University of Alabama at Birmingham Medical Center, Birmingham, AL
| | - Martina C Murphy
- Division of Hematology and Oncology, University of Florida, Gainesville, FL
| | - Elizabeth Henry
- Department of Medical Education, Loyola University Medical Center, Maywood, IL.,Division of Hematology and Oncology, Loyola University Medical Center, Maywood, IL
| | - Alfred Ian Lee
- Section of Hematology, Department of Internal Medicine, Yale University School of Medicine and Yale Cancer Center, New Haven, CT
| | - Ariela L Marshall
- Division of Hematology, Mayo Clinic, Rochester, MN.,Department of Laboratory Medicine and Pathology, Mayo Clinic, Rochester, MN
| | - Ted Wun
- Division of Hematology and Oncology, University of California Davis School of Medicine, Sacramento, CA
| | - Lachelle Dawn Weeks
- Division of Hematologic Malignancies, Department of Medical Oncology, Dana Farber Cancer Institute, Harvard Medical School, Boston, MA
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21
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Schulte TL, Gröning T, Ramsauer B, Weimann J, Pin M, Jerusalem K, Ridwan S. Impact of COVID-19 on Continuing Medical Education-Results of an Online Survey Among Users of a Non-profit Multi-Specialty Live Online Education Platform. Front Med (Lausanne) 2021; 8:773806. [PMID: 34869493 PMCID: PMC8634132 DOI: 10.3389/fmed.2021.773806] [Citation(s) in RCA: 10] [Impact Index Per Article: 3.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2021] [Accepted: 10/12/2021] [Indexed: 11/13/2022] Open
Abstract
Background: The Coronavirus Disease-2019 (COVID-19) pandemic accelerated digitalization in medical education. Continuing medical education (CME) as a substantial component of this system was relevantly affected. Here, we present the results of an online survey highlighting the impact on and the role of online CME. Methods: An online survey of 44 questions was completed by users of a German online CME platform receiving an invitation via newsletter. CME habits, requirements, personal perception, and impact of the pandemic were inquired. Standard statistical methods were applied. Results: A total of 2,961 responders took the survey with 2,949 completed surveys included in the final analysis. Most contributions originated from Germany, Austria, and Switzerland. Physicians accounted for 78.3% (57.5% hospital doctors) of responses followed by midwives (7.3%) and paramedics (5.7%). Participating physicians were mainly board-certified specialists (69%; 55.75% hospital specialists, 13.25% specialists in private practice). Frequent online lectures at regular intervals (77.8%) and combined face-to-face and online CME (55.9%) were favored. A duration of 1–2 h was found ideal (57.5%). Technical issues were less a major concern since the pandemic. Conclusion: A shift from face-to-face toward online CME events was expectedly detected since the outbreak. Online CME was accelerated and promoted by the pandemic. According to the perception of users, the CME system appears to have reacted adequately to meet their demand but does not replace human interaction.
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Affiliation(s)
- Tobias L Schulte
- Department of Orthopedics and Trauma Surgery, St. Josef-Hospital, Ruhr-University Bochum, Bochum, Germany
| | - Thilo Gröning
- Joint Practice for Gynecology, Moenchengladbach, Germany
| | - Babett Ramsauer
- Department of Gynecology and Obstetrics, Vivantes Klinikum Berlin, Berlin, Germany
| | - Jörg Weimann
- Department of Anesthesiology and Interdisciplinary Intensive Care Medicine, Sankt Gertrauden Hospital, Berlin, Germany
| | - Martin Pin
- Emergency Department, Florence-Nightingale Hospital, Duesseldorf, Germany
| | - Karen Jerusalem
- German Society of Emergency and Acute Medicine DGINA, Berlin, Germany
| | - Sami Ridwan
- Department of Neurosurgery, Klinikum Ibbenbueren, Ibbenbueren, Germany
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22
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McLean ME, Cotarelo AA, Huls TA, Husain A, Hillman EA, Cygan LD, Archer LO, Beck-Esmay J, Burke SM, Carrick AI, Chen AS, Hyde RJ, Karalius VP, Lee E, Park JC, Pugliese AM, Wilbanks MD, Young A, Kulkarni ML. UME-to-GME PandEMonium in COVID-19: Large-Scale Implementation of a Virtual ACGME Milestone-Based Curriculum for Senior Medical Students Matched Into Emergency Medicine. J Grad Med Educ 2021; 13:848-857. [PMID: 35070098 PMCID: PMC8672831 DOI: 10.4300/jgme-d-21-00620.1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 06/14/2021] [Revised: 08/17/2021] [Accepted: 10/04/2021] [Indexed: 11/06/2022] Open
Abstract
BACKGROUND The COVID-19 pandemic displaced newly matched emergency medicine "pre-interns" from in-person educational experiences at the end of medical school. This called for novel remote teaching modalities. OBJECTIVE This study assesses effectiveness of a multisite Accreditation Council for Graduate Medical Education (ACGME) sub-competency-based curricular implementation on Slack during the first wave of the COVID-19 pandemic in the United States. METHODS Emergency medicine residency programs were recruited via national organization listservs. Programs designated instructors to manage communications and teaching for the senior medical students who had matched to their programs (pre-interns) in spring/summer 2020. Pre- and post-surveys of trainees and instructors assessed perceived preparedness for residency, perceived effectiveness of common virtual educational modalities, and concern for the pandemic's effects on medical education utilizing a Likert scale of 1 (very unconcerned) to 5 (very concerned). Data were analyzed using descriptive statistics and the t test. RESULTS Of 276 possible residency programs, 28 enrolled. Of 324 possible pre-interns, 297 (91.7%) completed pre-surveys in April/May and 249 (76.9%) completed post-surveys in June/July. The median weeks since performing a physical examination was 8 (IQR 7-12), since attending in-person didactics was 10 (IQR 8-15) and of rotation displacement was 4 (IQR 2-6). Perceived preparedness increased both overall and for 14 of 21 ACGME Milestone topics taught. Instructors reported higher mean concern (4.32, 95% CI 4.23-4.41) than pre-interns (2.88, 95% CI 2.74-3.02) regarding the pandemic's negative effects on medical education. CONCLUSIONS Pre-interns reported improvements in residency preparedness after participating in this ACGME sub-competency-based curriculum on Slack.
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Affiliation(s)
- Mary E. McLean
- Mary E. McLean, MD, is Assistant Residency Director, Department of Emergency Medicine, St. John's Riverside Hospital
| | - Adrian A. Cotarelo
- Adrian A. Cotarelo, MD, MHS, is a Resident Physician, Department of Emergency Medicine, St. John's Riverside Hospital
| | - Thomas A. Huls
- Thomas A. Huls, MD, is Associate Physician, Department of Emergency Medicine, Kaiser Permanente Modesto Medical Center
| | - Abbas Husain
- Abbas Husain, MD, is Associate Program Director, Department of Emergency Medicine, Staten Island University Hospital, Northwell Health
| | - Emily A. Hillman
- Emily A. Hillman, MD, MHPE, is Associate Program Director, Department of Emergency Medicine, University of Missouri
| | - Lukasz D. Cygan
- Lukasz D. Cygan, DO, is Assistant Residency Director, Department of Emergency Medicine, NewYork-Presbyterian Brooklyn Methodist Hospital
| | - Linette O. Archer
- Linette O. Archer, MD, is Program Director, Department of Emergency Medicine, Memorial Health System
| | - Jennifer Beck-Esmay
- Jennifer Beck-Esmay, MD, is Assistant Residency Director, Department of Emergency Medicine, Mount Sinai Morningside-Mount Sinai West
| | - Shannon M. Burke
- Shannon M. Burke, MD, is a Resident Physician, Department of Emergency Medicine, University of Wisconsin-BerbeeWalsh
| | - Angela I. Carrick
- Angela I. Carrick, DO, is Associate Program Director, Department of Emergency Medicine, Norman Regional Health System
| | - Angela S. Chen
- Angela S. Chen, MD, is Assistant Program Director, Department of Emergency Medicine, Mount Sinai Hospital
| | - Robert J. Hyde
- Robert J. Hyde, MD, MA, is Clerkship Director, Department of Emergency Medicine, Mayo Clinic
| | - Vytas P. Karalius
- Vytas P. Karalius, MD, MPH, MA, is a Resident Physician, Department of Emergency Medicine, McGaw Medical Center of Northwestern University
| | - Eric Lee
- Eric Lee, MD, is Assistant Clerkship Director, Department of Emergency Medicine, Maimonides Medical Center
| | - Joel C. Park
- Joel C. Park, MD, MS, is Attending Physician, Department of Emergency Medicine, St. John's Riverside Hospital, Yonkers
| | - Angela M. Pugliese
- Angela M. Pugliese, MD, is Associate Residency Director, Department of Emergency Medicine, Wayne State University School of Medicine-Henry Ford Hospital
| | - Morgan D. Wilbanks
- Morgan D. Wilbanks, MD, is Interim Director of UME and M3 Elective Director, Department of Emergency Medicine, Medical College of Wisconsin
| | - Amanda Young
- Amanda Young, MD, is Assistant Residency Program Director, Department of Emergency Medicine, University of Arkansas for Medical Sciences
| | - Miriam L. Kulkarni
- Miriam L. Kulkarni, MD, is Residency Program Director, Department of Emergency Medicine, St. John's Riverside Hospital
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23
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March JA, Scott J, Camarillo N, Bailey S, Holley JE, Taylor SE. Effects of COVID-19 on EMS Refresher Course Completion and Delivery. PREHOSP EMERG CARE 2021; 26:617-622. [PMID: 34554896 DOI: 10.1080/10903127.2021.1977876] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Introduction: The COVID pandemic has significantly impacted educational development and delivery, yet there is little quantitative research on this topic. The primary objective of this study was to compare the total number of Emergency Medical Service (EMS) Refresher (ER) course completions during 2020 versus prior years. Secondary outcomes examined in person versus on-line/distributive learning during the study period. Methods: The Commission on Accreditation for Prehospital Continuing Education (CAPCE) is the only national organization that accredits continuing education (CE) for paramedics and EMTs and currently has a database with over 14 million CE records. The total number of ER course completions each month in 2020 were compared to 2019 and 2018. We also compared the different educational format types: live in-person (LIP), asynchronous on-line distributive learning (DL), and virtual instructor lead training (VILT) synchronous DL courses. Data was analyzed using descriptive and two-way ANOVA statistics. Results: There were 1,922,783 ER course completions in 2020 versus 1,166,335 in 2019 and 1,074,636 in 2018, representing a 179% increase during the study period. Asynchronous DL course completions in 2020 were 1,830,513 EMS versus 1,078,580 in 2019 and 987,749 in 2018 a 185% increase over the three-year study period. Asynchronous DL monthly means by year was statistically significant, F(2, 99) = 95.632, p < .001. Mean monthly LIP and VLIT educational deliveries by year were not significantly different, p = .802, p = .754, respectively. Total LIP course completions in 2020 were 20,045 versus 51,552 in 2019 and 63,058 in 2018. In 2020 LIP courses made up only 1.0% (20,045/1,922,783) of all ER completions. This study was limited to only EMS professionals taking ER course completions in the CAPCE database. However EMS is not unique, since previous research has suggested that DL has flourished in other health care disciplines while LIP courses have continued to decrease. Conclusion: This large nationwide study of EMS profession has shown the trend toward DL education and a trend away from LIP courses. Future studies should examine the advantages and disadvantages of DL education.
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Tsuchiya M, Terazono H, Maki Y, Yoshikawa N, Kawahara Y, Nishimura K, Shinohara K, Ogawa D, Mori R, Iwamoto Y, Itagaki F, Masuko H, Yonemura M, Uchida M. Evaluation of a web-based educational programme for pharmacists during the COVID-19 pandemic in Japan. J Clin Pharm Ther 2021; 46:1743-1749. [PMID: 34480777 PMCID: PMC8657323 DOI: 10.1111/jcpt.13526] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/31/2021] [Accepted: 08/26/2021] [Indexed: 12/01/2022]
Abstract
WHAT IS KNOWN AND OBJECTIVE Continuing education is essential for pharmacists to acquire and maintain the knowledge, skills, and ethical attitudes necessary for clinical practice. However, with the emergence of COVID-19, the social circumstances and face-to-face learning environments have changed. The objectives of this study were to determine Japanese pharmacists' perception of a web-based educational programme in oncology, and assess changes in their understanding of pharmaceutical care in oncology before and after their participation in the webinar. METHODS Questionnaire-based surveys were conducted for the participants of the web-based educational programme to determine their perspectives on the webinar, and their degree of comprehension of the five cancer types covered before and after watching the webinar. RESULTS AND DISCUSSION Of the 1936 pharmacists taking the programme, all participated in the pre-webinar survey, and 1861 (96.1%) in the post-webinar survey. Compared with previous seminars that were held in the offline mode before the COVID-19 pandemic, 76.8% of respondents were significantly satisfied with the web-based educational programme. The median post-webinar comprehension scores in all modules were significantly higher than the median pre-webinar scores (p < 0.0001). A majority of the participants agreed that a web-based educational programme was satisfactory in acquiring knowledge. WHAT IS NEW AND CONCLUSION This web-based educational programme was effective for Japanese pharmacists for postgraduate education in pharmaceutical care in oncology. To the best of our knowledge, our study is the first to report the effectiveness of a web-based educational programme for oncology pharmacists using a large population.
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Affiliation(s)
- Masami Tsuchiya
- Department of Pharmacy, Miyagi Cancer Center, Natori, Japan.,Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan
| | - Hideyuki Terazono
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, Kagoshima University Hospital, Kagoshima, Japan
| | - Yosuke Maki
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, Nagasaki Medical Center, Omura, Japan
| | - Naoki Yoshikawa
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, University of Miyazaki Hospital, Miyazaki, Japan
| | - Yosuke Kawahara
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, JR Tokyo General Hospital, Shibuya-ku, Japan
| | - Keiko Nishimura
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Sogo Medical, Fukuoka, Japan
| | - Keisuke Shinohara
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, Saku Central Hospital Advanced Care Center, Saku, Japan
| | - Daisuke Ogawa
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, Matsuda Hospital, Kurashiki, Japan
| | - Riho Mori
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, Tokusima Municipal Hospital, Tokushima, Japan
| | - Yoshihiro Iwamoto
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, National Cancer Center Hospital East, Kashiwa, Japan
| | - Fumio Itagaki
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Clinical & Pharmaceutical Sciences, Faculty of Pharma Sciences, Teikyo University, Itabashi-ku, Japan
| | - Hiroyuki Masuko
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, Hokkaido Medical Center for Child Health and Rehabilitation, Sapporo, Japan
| | - Masahito Yonemura
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Pharmacy, National Cancer Center Hospital East, Kashiwa, Japan
| | - Mayako Uchida
- Education and Training Committee, Japanese Society of Pharmaceutical Oncology (JASPO), Chuo-ku, Japan.,Department of Education and Research Center for Pharmacy Practice, Doshisha Women's College of Liberal Arts, Kyotanabe, Japan
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25
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Hamilton WG, Loper NR, Abdel MP, Springer BD, Chen AF. Adult Hip and Knee Reconstruction Education during the COVID-19 Pandemic. J Arthroplasty 2021; 36:S395-S399. [PMID: 33581973 PMCID: PMC7825893 DOI: 10.1016/j.arth.2021.01.032] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/19/2020] [Revised: 12/21/2020] [Accepted: 01/12/2021] [Indexed: 02/02/2023] Open
Abstract
BACKGROUND The COVID-19 pandemic caused an abrupt disruption in residency and fellowship training, with most in-person teaching ceasing in March 2020. The AAHKS (American Association of Hip and Knee Surgeons) Board of Directors quickly initiated an online lecture series named the Fellows Online COVID-19 AAHKS Learning initiative. The purpose of this study is to illustrate the impact that this educational platform had on residents and adult hip and knee reconstruction fellows. METHODS Between March 31, 2020 and June 25, 2020 an online educational platform was simultaneously developed and delivered. Adult hip and knee reconstruction fellows and residents were invited to participate in the free, live, online education sessions. Faculty from well-respected institutions from around the United States volunteered their time to host the initiative, choosing topics to present, ranging from hip (13 lectures) and knee (9 lectures), to practice management/miscellaneous (12 lectures). Attendee registrations were tracked via the online platform and the maximum number of attendees per session was recorded. A survey was administered to attendees for feedback. RESULTS Thirty-four, 1-hour virtual lectures were delivered in real time by 79 different faculty members from 20 different institutions. A total of 4746 registrations for the 34 lectures were received, with 2768 registrants (58.3%) attending. The average attendance was 81 viewers per session (range 21-143), with attendance peaking mid-April 2020. A survey administered to lecture participants showed that 104/109 (95.4%) attended live lectures and 93/109 (85.3%) watched recorded sessions. About 92.5% of attendees responded that they wanted the lectures to continue after clinical responsibilities resumed. CONCLUSION Amid a pandemic with cessation of in-person training, AAHKS delivered a robust virtual training alternative, exposing residents and fellows to a variety of renowned faculty and topics. Attendance with the program was very high, along with continued interest to continue this initiative. These worldwide lectures may lead to future opportunities in virtual residency and fellowship education.
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Affiliation(s)
- William G. Hamilton
- Anderson Orthopaedic Research Institute, Alexandria, VA,Reprint requests: William G. Hamilton, MD, Anderson Orthopaedic Research Institute, 2501 Parker’s Lane Suite 200, Alexandria, VA 22306
| | | | | | - Bryan D. Springer
- OrthoCarolina Hip and Knee Center, Atrium Musculoskeletal Institute, Charlotte, NC
| | - Antonia F. Chen
- Department of Orthopaedic Surgery, Brigham and Women's Hospital, Harvard Medical School, Boston, MA
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26
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Stern RM, Michaelson MD, Mayer EL, Parnes AD, Fogerty AE, LaCasce AS, Nipp RD. Dana-Farber Cancer Institute/Mass General Brigham Fellowship Response to the COVID-19 Pandemic. JCO Oncol Pract 2021; 17:541-545. [PMID: 33529059 DOI: 10.1200/op.20.00894] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022] Open
Abstract
The coronavirus disease (COVID)-19 pandemic has affected graduate medical education training programs, including hematology-oncology fellowship programs, both across the United States and abroad. Within the Dana-Farber Cancer Institute/Mass General Brigham hematology-oncology fellowship program, fellowship leadership had to quickly reorganize the program's clinical, educational, and research structure to minimize the risk of COVID-19 spread to our patients and staff, allow fellows to assist in the care of patients with COVID-19, maintain formal didactics despite physical distancing, and ensure the mental and physical well-being of fellows. Following the first wave of patients with COVID-19, we anonymously surveyed the Dana-Farber Cancer Institute/Mass General Brigham first-year fellows to explore their perceptions regarding what the program did well and what could have been improved in the COVID-19 response. In this article, we present the feedback from our fellows and the lessons we learned as a program from this feedback. To our knowledge, this represents the first effort in the hematology-oncology literature to directly assess a hematology-oncology program's overall response to COVID-19 through direct feedback from fellows.
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Affiliation(s)
- Robert M Stern
- Division of Hematology, Brigham and Women's Hospital, Harvard Medical School, Boston, MA
| | - M Dror Michaelson
- Division of Hematology and Oncology, Massachusetts General Hospital Cancer Center, Harvard Medical School, Boston, MA
| | - Erica L Mayer
- Dana-Farber Cancer Institute, Harvard Medical School, Boston, MA
| | - Aric D Parnes
- Division of Hematology, Brigham and Women's Hospital, Harvard Medical School, Boston, MA
| | - Annemarie E Fogerty
- Division of Hematology and Oncology, Massachusetts General Hospital Cancer Center, Harvard Medical School, Boston, MA
| | - Ann S LaCasce
- Dana-Farber Cancer Institute, Harvard Medical School, Boston, MA
| | - Ryan D Nipp
- Division of Hematology and Oncology, Massachusetts General Hospital Cancer Center, Harvard Medical School, Boston, MA
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27
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Naciri A, Radid M, Kharbach A, Chemsi G. E-learning in health professions education during the COVID-19 pandemic: a systematic review. J Educ Eval Health Prof 2021; 18:27. [PMID: 34710319 PMCID: PMC8609102 DOI: 10.3352/jeehp.2021.18.27] [Citation(s) in RCA: 54] [Impact Index Per Article: 18.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/15/2021] [Accepted: 10/14/2021] [Indexed: 05/10/2023]
Abstract
As an alternative to traditional teaching, e-learning has enabled continuity of learning for health professions students during the coronavirus disease 2019 (COVID-19) pandemic. This review explored health professions students; perceptions, acceptance, motivation, and engagement with e-learning during the COVID-19 pandemic. Following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses guidelines, a systematic review was conducted by consulting 5 databases: PubMed, ERIC (Ebsco), Science Direct, Scopus, and Web of Science. The quality of the included studies was assessed using the Medical Education Research Study Quality Instrument. The research protocol was previously registered in the PROSPERO registry (CRD42021237055). From 250 studies identified, 15 were selected with a total of 111,622 students. Mostly positive perceptions were reported in 7 of 12 studies, which mainly focused on technology access, possession of basic computer skills, pedagogical design of online courses, online interactions, and learning flexibility. However, predominantly negative perceptions were identified in 5 of 12 studies, which pointed out constraints related to internet connections, the use of educational platforms, and acquisition of clinical skills. Satisfactory levels of acceptance of distance learning were reported in 3 of 4 studies. For student motivation and engagement, 1 study reported similar or higher motivation than with traditional teaching, and another study indicated that student engagement significantly increased during the COVID-19 pandemic. Health professions students showed a positive response to e-learning regarding perceptions, acceptance, motivation, and engagement. Future research is needed to remediate the lack of studies addressing health professions students’ motivation and engagement during the COVID-19 pandemic.
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Affiliation(s)
- Aziz Naciri
- Multidisciplinary Laboratory in Sciences and Information, Communication and Education Technology, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Corresponding ;
| | - Mohamed Radid
- Laboratory of Physical Chemistry of Materials, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
| | - Ahmed Kharbach
- Laboratory of Biostatistics, Clinical Research and Epidemiology, Faculty of Medicine and Pharmacy of Rabat, Mohamed V University, Rabat, Morocco
- High Institute of Nursing Professions and Technical Health, Agadir, Morocco
| | - Ghizlane Chemsi
- Multidisciplinary Laboratory in Sciences and Information, Communication and Education Technology, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
- Observatory of Research in Interdisciplinary Didactics and University Pedagogy, Faculty of Sciences Ben M’Sik, Hassan II University of Casablanca, Casablanca, Morocco
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