1
|
Posever N, Sehdev M, Sylla M, Mashar R, Mashar M, Abioye A. Addressing Equity in Global Medical Education During the COVID-19 Pandemic: The Global Medical Education Collaborative. Acad Med 2021; 96:1574-1579. [PMID: 34261867 PMCID: PMC8541891 DOI: 10.1097/acm.0000000000004230] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Indexed: 06/13/2023]
Abstract
PROBLEM The COVID-19 pandemic has presented a unique set of challenges to medical education globally. Low- and middle-income countries (LMICs) have faced unique barriers in transitioning to virtual modalities, and many medical students in LMICs experienced dramatically reduced educational time. The authors created the Global Medical Education Collaborative (GMEC) to address this problem by providing free, online, case-based tutorials to medical students in LMICs during the pandemic. APPROACH The authors developed a needs assessment to gauge students' educational requirements, which informed GMEC's 2 primary goals: to provide free access to interactive online tutorials for students in LMICs and to bridge the physical distance between educators and learners via an online platform. A pilot program in Nigeria (April 26-May 26, 2020) helped inform the current strategy and logistics. Tutors and students were recruited via social media and medical education networks at the authors' home institutions. OUTCOMES Within the first 2 months (April 26-June 26, 2020), 324 students representing 12 countries and 20+ medical schools joined GMEC. Additionally, 95 physicians and trainees joined as tutors and, collectively, delivered 52 tutorials. Students responded to a needs assessment querying confidence in various clinical domains, interest in covering clinical topics, barriers to virtual learning, and the effect of the pandemic on their education. Tutors held 1-hour, interactive tutorials over Zoom covering a variety of clinical topics. According to surveys, 91% of students (71 of 78) felt more confident in the material related to the tutorial's topic after participating. NEXT STEPS GMEC will continue to engage students, tutors, and collaborators to facilitate the delivery of innovative, high-quality tutorials to students affected by COVID-19 in LMICs. To ensure that the platform is sustainable and aligned with GMEC's mission to promote equity in global medical education, the collaborative will need to be agile and responsive.
Collapse
Affiliation(s)
- Natalie Posever
- N. Posever is a fourth-year medical student, Harvard Medical School, Boston, Massachusetts
| | - Morgan Sehdev
- M. Sehdev is a fourth-year medical student, Harvard Medical School, Boston, Massachusetts; ORCID: https://orcid.org/0000-0002-2981-0512
| | - Mariame Sylla
- M. Sylla is a fourth-year medical student, Harvard Medical School, Boston, Massachusetts
| | - Ruchir Mashar
- R. Mashar is specialty registrar in general surgery, West Midlands Deanery, Edgbaston, Birmingham, United Kingdom
| | - Meghavi Mashar
- M. Mashar is specialty registrar in radiology, University College London Hospitals, National Health Service Foundation Trust, London, United Kingdom
| | - Abubakar Abioye
- A. Abioye is physician, Luton and Dunstable Hospital, and a candidate, Postgraduate Diploma in Medical Education, Keele University, Keele, Staffordshire, United Kingdom
| |
Collapse
|
2
|
Dutra T, Hill S. Clinical Teaching Collaborative Program with California School of Podiatric Medicine and the Samuel Merritt University Motion Analysis Research Center. Clin Podiatr Med Surg 2020; 37:263-277. [PMID: 32146982 DOI: 10.1016/j.cpm.2019.12.007] [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] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
At Samuel Merritt University (SMU), the California School of Podiatric Medicine (CSPM) collaborates with Motion Analysis Research Center to integrate hands-on quantitative clinical biomechanics research experience into the podiatric medical training program. This partnership provides an active learning environment to demonstrate the importance of critical thinking and evidence-based medicine and to demonstrate the role of research in providing patients with the best treatment options available. This article provides examples of CSPM podiatry students learning through engagement in clinical quantitative biomechanics laboratory sessions and research projects at the SMU Motion Analysis Research Center.
Collapse
Affiliation(s)
- Tim Dutra
- Department of Applied Biomechanics, California School of Podiatric Medicine at Samuel Merritt University, 450 30th Street, Suite 2860, Oakland, CA 94609, USA; Faculty Org, Samuel Merritt University, 2018-2019; Intercollegiate Athletics, University of California, Berkeley, Berkeley, CA, USA; Healthy Athlete Fit Feet Program, Special Olympics, Northern California, Pleasant Hill, CA, USA; Board of Directors, Joint Commission on Sports Medicine & Science.
| | - Stephen Hill
- Motion Analysis Research Center, Samuel Merritt University, 400 Hawthorne Avenue, Suite 101, Oakland, CA 94609-3029, USA
| |
Collapse
|
3
|
Vodovar D, Ricard JD, Zafrani L, Weiss E, Desrentes E, Roux D. [Assessment of a newly-implemented blended teaching of intensive care and emergency medicine at Paris-Diderot University]. Rev Med Interne 2020; 41:368-374. [PMID: 32008801 DOI: 10.1016/j.revmed.2019.12.021] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/10/2019] [Revised: 11/28/2019] [Accepted: 12/23/2019] [Indexed: 11/19/2022]
Abstract
INTRODUCTION Blended-learning methods could be a response to student nonattendance. Non-compulsory teaching combining e-learning/interactive face-to-face sessions has been implemented at Paris-Diderot Medical School for the teaching of intensive care and emergency medicine during the 2018/2019 university period. The aim of the study was to assess this newly-implemented blended teaching. METHODS Questionnaire submitted to the 388 DFASM3 medical students present at the faculty exam of intensive care/emergency medicine. Attendance at a teaching modality was defined by the follow-up of more than half of this teaching modality. Correlations between attendance at e-learning and/or interactive face-to-face sessions, and grade were performed. RESULTS A total of 358/388 (92%) students participated in this survey. A quarter of the students (88/321 - 25%) reported they usually attended at traditional lectures. Regarding blended-learning, 210/317 (67%) students reported having attended at e-learning courses and 84/321 (27%) attended at interactive face-to-face sessions. The distribution of students according to their attendance at e-learning and/or interactive face-to-face sessions was significantly different (P<0.01). There was a significant correlation (P<0.001) between attendance at e-learning and grade obtained at the faculty exam. Nevertheless, this correlation was also found for these students in another course taught traditionally. Overall, 309/315 (98%) students were satisfied with the blended teaching, 297/318 (93%) wanted its extent to the whole medical school's curriculum. CONCLUSION The use of combined learning methods reached more students than traditional teachings and allowed the University to focus on its role of knowledge transfer.
Collapse
Affiliation(s)
- D Vodovar
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; FeTox, centre antipoison et de toxicovigilance de Paris, hôpital Fernand-Widal, AP-HP, 200, rue du Faubourg Saint-Denis, 75010 Paris, France.
| | - J D Ricard
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Service de médecine intensive et réanimation, hôpital Louis Mourier, AP-HP, 92700 Colombes, France
| | - L Zafrani
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Service de médecine intensive et réanimation, hôpital Saint-Louis, AP-HP, 75010 Paris, France
| | - E Weiss
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Département d'anesthésie-réanimation, hôpital Beaujon, AP-HP, 92110 Clichy, France
| | - E Desrentes
- UFR de médecine Paris-Diderot, service MédiTICE, université de Paris, 75010 Paris, France
| | - D Roux
- UFR de médecine Paris-Diderot, université de Paris, 75010 Paris, France; Service de médecine intensive et réanimation, hôpital Louis Mourier, AP-HP, 92700 Colombes, France
| |
Collapse
|
4
|
Farland MZ, Beck DE. Collaborative Learning Teams to Longitudinally Teach and Assess Teamwork Behaviors and Attitudes. Am J Pharm Educ 2019; 83:7255. [PMID: 31871349 PMCID: PMC6920632 DOI: 10.5688/ajpe7255] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 07/05/2018] [Accepted: 02/13/2019] [Indexed: 05/26/2023]
Abstract
Objective. To create and assess the effectiveness of a model of continuous development of teamwork skills (CDTS), which used a longitudinal peer feedback process across multiple courses that incorporated collaborative team learning. Methods. Pharmacy students participated in collaborative learning teams across the first three years of the doctor of pharmacy (PharmD) curriculum, with team membership changing annually. Self, peer, and team evaluations were completed using the Comprehensive Assessment of Team Member Effectiveness (CATME) Smarter Teamwork system at four time points each year (three formative assessments and one summative assessment). Faculty members used peer and team evaluations to identify when additional coaching on teamwork behaviors, attitudes, and norms was needed. Results. Self, peer, and team evaluations of 261 unique learning teams were conducted between fall 2015 and spring 2018. The majority of students and teams performed highly on teamwork behaviors and attitudes. Individual students and teams were identified for additional development on teamwork behaviors and attitudes as follows: for the 2015-2016 academic year, 5 (2%) individual students and 8 (20%) teams; for the 2016-2017 academic year, 15 (3%) individual students and 19 (22%) teams; and for the 2017-2018 academic year: 15 (2%) individual students and 24 (18%) teams. Conclusion. The CDTS model, which incorporates formative and summative assessments, identified individual students and teams that met the teamwork standards established by the college as well as those students and teams that needed additional coaching to achieve the teamwork learning outcome.
Collapse
Affiliation(s)
| | - Diane E Beck
- University of Florida College of Pharmacy, Gainesville, Florida
| |
Collapse
|
5
|
Abstract
Transdisciplinary education is an effective strategy to foster important skills, such as collaboration, needed in the health professions. One Health recognizes the interconnected nature of human health to ecological and animal systems providing a framework for medical educators to create transdisciplinary programs. Medical educators should emphasize One Health as a problem solving strategy and create actionable classroom objectives via distilling One Health into comprehensible concepts. This will foster a collaborative learning atmosphere between human and non-human disciplines leading to positive outcomes for both the student and teacher. Transdisciplinary education is vital to health education and will allow students and teachers to use these concepts in every day practice to become innovators of health care.
Collapse
Affiliation(s)
- Sona Jasani
- a Department of Obstetrics, Gynecology and Reproductive Sciences , Rutgers Robert Wood Johnson Medical School , New Brunswick , NJ , USA
| |
Collapse
|
6
|
Saiz García H, Pereira Sánchez V, Ismayilova J, Smirnova D, Kilic O, Gondek T, Mogren T, Pinto da Costa M. Collaborative opportunities for psychiatric trainees and young psychiatrists in Europe: the Early Career Psychiatrists Committee of the European Psychiatric Association. Rev Psiquiatr Salud Ment (Engl Ed) 2018; 11:186-187. [PMID: 29463449 DOI: 10.1016/j.rpsm.2018.01.001] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 01/03/2018] [Accepted: 01/04/2018] [Indexed: 06/08/2023]
Affiliation(s)
| | | | | | - Daria Smirnova
- Department of Psychiatry, Samara State Medical University, Samara, Rusia
| | - Ozge Kilic
- Department of Psychiatry, Koç University Hospital, Estambul Turquía
| | - Tomas Gondek
- Department of Psychiatry, Wroclaw Medical University, Wroclaw, Polonia
| | - Tove Mogren
- Department of Psychiatry, Karolinska University Hospital Huddinge, Estocolmo, Suecia
| | - Mariana Pinto da Costa
- Hospital de Magalhães Lemos, Oporto, Portugal; Institute of Biomedical Sciences Abel Salazar (ICBAS), University of Porto, Oporto, Portugal; Unit for Social and Community Psychiatry (WHO Collaborating Centre for Mental Health Services Development), Queen Mary University of London, Londres, Reino Unido
| |
Collapse
|
7
|
O’Keefe M, Ward H. Implementing interprofessional learning curriculum: how problems might also be answers. BMC Med Educ 2018; 18:132. [PMID: 29884159 PMCID: PMC5994112 DOI: 10.1186/s12909-018-1231-1] [Citation(s) in RCA: 16] [Impact Index Per Article: 2.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/07/2017] [Accepted: 05/21/2018] [Indexed: 05/28/2023]
Abstract
BACKGROUND Despite interprofessional learning (IPL) being widely recognised as important for health care professions, embedding IPL within core curriculum remains a significant challenge. The aim of this study was to identify tensions associated with implementing IPL curriculum for educators and clinical supervisors, and to examine these findings from the perspective of activity theory and the expansive learning cycle (ELC). METHODS We interviewed 12 faculty staff and ten health practitioners regarding IPL. Interviews were semi-structured. Following initial thematic analysis, further analysis was undertaken to characterise existing activity systems and the contradictions associated with implementing IPL. These findings were then mapped to the ELC. RESULTS Five clusters of contradictions were identified: the lack of a workable definition; when and what is best for students; the leadership hot potato; big expectations of IPL; and, resisting cultural change. When mapped to the ELC, it was apparent that although experienced as challenges, these contradictions had not yet generated sufficient tension to trigger 'break through' novel thinking, or contemplation and modelling of new solutions. CONCLUSIONS The application of activity theory and the ELC offered an approach in which the most troublesome challenges might be reframed as opportunities for change. Seemingly intractable problems could be worked on to identify and address underlying fears and assumptions. If sufficient tension can be generated, an ELC could then be triggered. In reframing challenges as opportunities, the power of tensions and contradictions as potential levers for effective change might be more successfully accessed.
Collapse
Affiliation(s)
- Maree O’Keefe
- Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia
| | - Helena Ward
- Faculty of Health and Medical Sciences, The University of Adelaide, Adelaide, Australia
| |
Collapse
|
8
|
Tran C, Kaila P, Salminen H. Conditions for interprofessional education for students in primary healthcare: a qualitative study. BMC Med Educ 2018; 18:122. [PMID: 29866079 PMCID: PMC5987484 DOI: 10.1186/s12909-018-1245-8] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 09/21/2017] [Accepted: 05/30/2018] [Indexed: 06/08/2023]
Abstract
BACKGROUND Primary healthcare in Sweden and worldwide has a diverse structure with many kinds of healthcare units involved. This is a challenge for collaboration between different professions in primary healthcare, as the different healthcare professions often work in silos. Interprofessional education (IPE) in the context of primary healthcare is less studied than IPE at hospitals and most of the studies in primary healthcare have focused on collaboration between general practitioners and nurses. The aim of this study was to describe how healthcare students perceived conditions for IPE in primary healthcare. METHODS Qualitative group interviews were used and a total of 26 students, recruited on a voluntary basis participated in four group interviews with students mixed from study programmes in nursing, physiotherapy, occupational therapy and medicine. Students from the study programme in medicine were in their second to eleventh semesters of 11 semesters in total, whilst students from the occupational therapist, physiotherapist and nursing programmes were in their fourth to sixth of six semesters in total. RESULTS Our findings indicated one theme: Students perceived a need for support and awareness of IPE from both study programmes and clinical placements. Five categories were found to belong to the theme. Students' tunnel-vision focus on their own profession may have affected their ability to collaborate with students from other professions. The nature of the patients' healthcare problems decided if they were perceived as suitable for IPE. Clinical supervisors' support for and attitude towards IPE were important. The hierarchy between different professions was perceived as a hindrance for seeking help from the other professions. The students asked for more collaboration between different study programmes, in order to gain knowledge about the roles and responsibilities of the other professions. CONCLUSIONS In conclusion, students in this study considered it essential for different study programmes and clinical placements to be more aware of the opportunities for and importance of IPE. The study identified conditions that were required for IPE in primary healthcare that may be helpful for healthcare teachers and clinical supervisors to better understand how students perceive IPE in primary healthcare, thus facilitating the planning of IPE.
Collapse
Affiliation(s)
- Carrie Tran
- Department of Neurobiology, Care Sciences and Society, Division of Family Medicine and Primary Care, Karolinska Institutet, Alfred Nobels Allé 23, 141 83 Huddinge, Sweden
| | - Päivi Kaila
- Department of Neurobiology, Care Sciences and Society, Division of Nursing, Karolinska Institutet, Alfred Nobels Allé 23, 141 83 Huddinge, Sweden
| | - Helena Salminen
- Department of Neurobiology, Care Sciences and Society, Division of Family Medicine and Primary Care, Karolinska Institutet, Alfred Nobels Allé 23, 141 83 Huddinge, Sweden
| |
Collapse
|
9
|
Saqr M, Fors U, Tedre M, Nouri J. How social network analysis can be used to monitor online collaborative learning and guide an informed intervention. PLoS One 2018; 13:e0194777. [PMID: 29566058 PMCID: PMC5864042 DOI: 10.1371/journal.pone.0194777] [Citation(s) in RCA: 50] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/11/2017] [Accepted: 03/11/2018] [Indexed: 11/19/2022] Open
Abstract
To ensure online collaborative learning meets the intended pedagogical goals (is actually collaborative and stimulates learning), mechanisms are needed for monitoring the efficiency of online collaboration. Various studies have indicated that social network analysis can be particularly effective in studying students’ interactions in online collaboration. However, research in education has only focused on the theoretical potential of using SNA, not on the actual benefits they achieved. This study investigated how social network analysis can be used to monitor online collaborative learning, find aspects in need of improvement, guide an informed intervention, and assess the efficacy of intervention using an experimental, observational repeated-measurement design in three courses over a full-term duration. Using a combination of SNA-based visual and quantitative analysis, we monitored three SNA constructs for each participant: the level of interactivity, the role, and position in information exchange, and the role played by each participant in the collaboration. On the group level, we monitored interactivity and group cohesion indicators. Our monitoring uncovered a non-collaborative teacher-centered pattern of interactions in the three studied courses as well as very few interactions among students, limited information exchange or negotiation, and very limited student networks dominated by the teacher. An intervention based on SNA-generated insights was designed. The intervention was structured into five actions: increasing awareness, promoting collaboration, improving the content, preparing teachers, and finally practicing with feedback. Evaluation of the intervention revealed that it has significantly enhanced student-student interactions and teacher-student interactions, as well as produced a collaborative pattern of interactions among most students and teachers. Since efficient and communicative activities are essential prerequisites for successful content discussion and for realizing the goals of collaboration, we suggest that our SNA-based approach will positively affect teaching and learning in many educational domains. Our study offers a proof-of-concept of what SNA can add to the current tools for monitoring and supporting teaching and learning in higher education.
Collapse
Affiliation(s)
- Mohammed Saqr
- Department of Computer and System Sciences (DSV), Stockholm University, Kista, Stockholm, Sweden
- Qassim University, College of Medicine, Qassim, Melida, Kingdom of Saudi Arabia
- * E-mail:
| | - Uno Fors
- Department of Computer and System Sciences (DSV), Stockholm University, Kista, Stockholm, Sweden
| | - Matti Tedre
- School of Computing, University of Eastern Finland, Joensuu, Finland
| | - Jalal Nouri
- Department of Computer and System Sciences (DSV), Stockholm University, Kista, Stockholm, Sweden
| |
Collapse
|