A Geriatric Psychiatry Virtual Rotation During Covid-19

Collier, Stephanie

doi:10.1016/j.jagp.2020.05.010

Cited by 6 publications

(7 citation statements)

References 2 publications

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“…Many articles have described experiences of pivoting case based teaching online, the use of flipped classrooms, the use of personal protective equipment (PPE), didactic online lectures and simulation technology in response to the COVID-19 pandemic [8,[18][19][20]. In addition, authors have described virtual rotations delivered via online platforms [21], the development of simulated scenarios [22] and standardized patient encounters [23]. These innovations were developed to aid the development of important history and clinical reasoning skills for learners.…”

Section: Discussionmentioning

confidence: 99%

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

2023

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Background The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education. Methods We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback. Results Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73%) by comparison with group 3 students (60%) (p = < 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39%, 33%, 23% and 6%; group 2, 34%, 41%, 17% and 8%; group 3, 39%, 25%, 28% and 7%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = < 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: > 85% agreed that the online program was interactive and very educational. Conclusions Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

2023

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“…Another unique aspect of our curriculum was the approach used, informed by andragogy principles: most lectures were 20 minutes long, unlike extant COVID-19 lectures which used the traditional 1-hour lecture format [14,15]. Online geriatric learning has become ubiquitous during the COVID-19 pandemic for both didactic and clinical experiences, although best practices have yet to be evaluated [17][18][19][20]. We purposely invited short talks, given the emerging nature of the knowledge base and in order to keep cognitively diverse groups of clinicians engaged.…”

Section: Discussionmentioning

confidence: 99%

“…Thirteen students completed 49 consultations; this initiative was well received by both patients and learners [16]. Other educators converted existing inpatient geriatric psychiatry rotations to an outpatient format or developed new educational experiences during the pandemic, although their learning objectives may not have been COVID-19-specific [17][18][19][20].…”

Section: Introductionmentioning

confidence: 99%

The COVID-19 Geropsychiatry Rounds: A Curriculum for Healthcare Providers

Seritan¹

2021

OBM Geriatr

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Older adults’ mental health needs significantly increased during the COVID-19 pandemic. Geriatric psychiatry is an area of extreme workforce shortage globally. A novel curriculum was developed to educate healthcare providers on COVID-19-related geriatric and geropsychiatry topics. Monthly lectures were presented from November 2020 to June 2021. Evaluations were collected after each lecture via an anonymous survey. Overall lecture quality and relevance for the participants’ clinical practices were rated on a 1-3 Likert-type scale. 217 participants attended lectures; 72 evaluations were collected (33% response rate). Overall lecture rating score was 2.82 ± 0.38 and relevance score was 2.77 ± 0.45. The curriculum was well received and relevant to participants. Future studies should collect more details regarding participants’ clinical practices. To our knowledge, this is the first COVID-19-related geriatric psychiatry curriculum developed to educate healthcare providers and empower them to care for older adults during the pandemic.

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“…Virtual rotations have been developed in almost every specialty, including but not limited to emergency medicine [ 4 , 5 ], geriatric psychiatry [ 6 ], intensive care [ 3 ], internal medicine [ 7 ], obstetrics and gynecology [ 8 ], ophthalmology [ 9 ], orthopedics [ 10 , 11 ], otolaryngology [ 12 , 13 ], pathology [ 14 , 15 ], pediatrics [ 16 ], physical medicine and rehabilitation [ 17 ], plastic surgery [ 18 ], radiation oncology [ 19 , 20 ], radiology [ 21 ], telehealth [ 22 ], urology [ 23 , 24 ], and vascular surgery [ 25 ].…”

Section: Reviewmentioning

confidence: 99%

“…These rotations cater to a clientele of medical students [ 3 - 5 , 8 - 25 ], resident physicians [ 6 , 23 ], and physician assistants [ 7 ]. They ranged in length from one week [ 24 ], two weeks [ 13 , 16 - 18 , 20 ], three weeks [ 8 , 15 ], four weeks [ 3 , 5 , 9 , 14 , 21 , 22 ], or were not specified.…”

Section: Reviewmentioning

confidence: 99%

A Review of Virtual Medical Student Rotations During the COVID-19 Pandemic: Their Role, Advantages, Disadvantages, and Future Prospects

Satnarine¹,

Kin²

2022

Cureus

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The COVID-19 pandemic resulted in the pause of medical clinical rotations. As a result, virtual rotations were implemented. These are a form of remote learning that seeks to mimic the clinical learning environment that students were already accustomed to. This article seeks to review the published literature to explore which specialties adapted this format, what are the advantages and disadvantages observed, determine what were the responsibilities and involvements of students participating in these rotations, how well these rotations substituted for in-person rotations, and to evaluate if there is a continued role for them after, outside of COVID-19. Virtual rotations have been developed in almost every specialty. These rotations have been developed from small centers to large universities, and are widespread throughout the United States, and in other countries as well. These rotations are targeted toward medical students, medical residents, and physician assistants and range in length from one to four weeks. Responsibilities and scope of interaction varied according to rotation; some rotations allowed patient interaction, and observation of procedures and surgeries, whereas some were purely didactic. A mixture of inpatient and outpatient involvements was seen. Advantages included saving money and time, more flexibility, increased diversity, and participation of international medical graduates. Virtual rotations participants have been invited for interviews at the participating institution's residency programs and have matched there. Disadvantages included lack of assessment of practical skills, inability to receive credit, and inability to obtain a letter of recommendation. Virtual rotations have proven to be a good substitute for in-person rotations, with most medical students seeing a need for the rotations in the future. Due to widespread development and acceptance of these rotations, it is likely that these rotations will continue.

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A Geriatric Psychiatry Virtual Rotation During Covid-19

Cited by 6 publications

References 2 publications

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

The COVID-19 Geropsychiatry Rounds: A Curriculum for Healthcare Providers

A Review of Virtual Medical Student Rotations During the COVID-19 Pandemic: Their Role, Advantages, Disadvantages, and Future Prospects

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