All hands on deck: Creation of an online internal medicine redeployment curriculum

Merali, Zahra; Carayannopoulos, Kallirroi Laiya; Lai, Alison

doi:10.1111/medu.14213

Cited by 7 publications

(8 citation statements)

References 1 publication

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“…Eight papers described new educational interventions designed for doctors (including postgraduate trainees) that were treating patients with confirmed or suspected COVID-19 (Boodman et al 2020;Buonsenso et al 2020;Choi et al 2020;Christensen et al 2020;Gardiner et al 2020;Hanel et al 2020;Kang et al 2020;Merali et al 2020). These papers varied in their focus: either on particular groups of providers or on particular procedures.…”

Section: Training For Treating Patients With Covid-19mentioning

confidence: 99%

“…One paper described the use of ultraviolet fluorescent powder during simulated intubation in order to demonstrate aerosol generation during this procedure (Gardiner et al 2020). One paper described a 10-week online course in internal medicine for doctors redeployed from sub-speciality services (Merali et al 2020). Another paper described training in lung ultrasound for obstetrics and gynaecology consultants with existing ultrasound expertise to facilitate the care of pregnant patients with COVID-19 (Buonsenso et al 2020).…”

Section: Training For Treating Patients With Covid-19mentioning

confidence: 99%

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Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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Background: The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned. Methods: The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported. Results: Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick's outcomes, with one study describing levels 1-3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention. Conclusions: This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.

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Section: Training For Treating Patients With Covid-19mentioning

confidence: 99%

Section: Training For Treating Patients With Covid-19mentioning

confidence: 99%

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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“…59 Acknowledging that some redeployed physicians would have expected gaps in skills, COVID-19-specific educational curricula were developed by programs and medical societies alike. 60,61 On March 16, 2020, hospitals were asked to consider halting elective procedures and surgeries by the Surgeon General. Cancellation, postponement, and reduction of nonurgent procedures, ED visits, and hospital admissions had a tremendous impact on medical training in noninterventional as well as interventional specialty programs.…”

Section: Alteration Of Training For Residents and Fellowsmentioning

confidence: 99%

Medical Education During the COVID-19 Pandemic

Kaul¹,

Moraes

Khateeb

et al. 2021

Chest

173

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All aspects of medical education were affected by the Novel Coronavirus Infectious Disease-19 (COVID-19) pandemic. Several challenges were experienced by trainees and programs alike due to the economic repercussions of the pandemic, how social distancing affected the delivery of medical education, testing and interviewing, how the surge of patients affected redeployment of personnel, potential compromise in core training and the overall impact on the wellness and mental health of trainees and educators. The ability of medical teams and researchers to peer review, conduct clinical research and keep up with literature was similarly challenged by the rapid growth in peer-review and pre-print literature. We review these challenges and share strategies that institutions, educators and learners adopted, adapted and developed to provide quality education during these unprecedented times.

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“…Different social systems were challenged by the pandemic and medical education was not an exception. Universities around the world were involved in offering various services [2,3]. Recent studies show that covid pandemic has caused significant problems in the implementation of medical education.…”

Section: Introductionmentioning

confidence: 99%

Teaching medical interns during Covid-19 pandemic: Explaining the lived experiences of clinical instructors

Habibi

Ahmady

Rahimaghaee

2022

ijhs

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Background The corona virus pandemic not only endangered the lives of many people, but also affected many organizations, including medical education. One of the challenges has been maintaining the quality of clinical education. Depending on the situation clinical educator adopted different strategies. Education changed from the patient bed to virtual training and blended education. Objective The purpose was to explain the lived experiences of clinical educator from education to interns in corona virus pandemic. Method Study was using phenomenological method. The participants were clinical educator who taught interns during the Covid 19 pandemic. Sampling was done purposefully and ended with data saturation. The data were obtained through semi-structured telephone interviews with 11 male and female participants with different specialties. Data were analyzed by Colaizzi descriptive phenomenology. Result Five final themes were created to describe the phenomenon of clinical education during the pandemic, focusing on virtual or combined training. These final themes were "Virtual education is an inadequate prerequisite", "Education tensions in crisis", "Platform for progress crisis", "The shadow of organization and structure affecting crisis education" and "Transformed educational beliefs and attitudes ". Conclusion The results showed that education during the pandemic has been experienced positively and negatively.

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All hands on deck: Creation of an online internal medicine redeployment curriculum

Abstract: If situational judgment tests define who enters the health professions, we must be cautious and transparent in their use to avoid unintentional creation of a detrimental hidden curriculum.

Cited by 7 publications

References 1 publication

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Medical Education During the COVID-19 Pandemic

Teaching medical interns during Covid-19 pandemic: Explaining the lived experiences of clinical instructors

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