Changing our training paradigms in general surgery residency during the covid-19 outbreak. Short communication

Mastroianni, Gustavo; Busnelli, Virginia Margarita Cano; Santibañes, Martín de; Huespe, Pablo; Dietrich, Alexander; Beskow, Axel; Pekolj, Juan

doi:10.1016/j.amsu.2020.08.049

Cited by 4 publications

(6 citation statements)

References 4 publications

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“…The remaining studies dealt more directly with support. Mastroianni et al (2020) paired surgical residents with psychology faculty for mental health support. Hodgson and Hagan (2020) described pastoral care tutors pivoting from face-to-face to virtual support on Microsoft Teams.…”

Section: Wellbeing Mental Health or Learner Supportmentioning

confidence: 99%

“…Additional impacts included augmenting system capacity to care for high volume and high acuity patients. Five articles (Astani et al 2020, Bandi et al 2020, Dennis et al 2020, Juprasert et al 2020, Mastroianni et al 2020 described either departmental or cross-departmental restructures designed 1) to hold providers in reserve, unexposed to COVID-19, 2) to meet critical staffing / patient care needs, or 3) to ensure various departmental missions (education, clinical care, research) continued despite the pandemic. For example, Astani et al (2020) described the creation of two teams of radiologists, one image interpretation team and one clinical team redeployed to assist under the clinical supervision of internal medicine and infectious disease doctors.…”

Section: Clinical Service Reconfigurations or Early Graduation To Support The Response To Covid-19mentioning

confidence: 99%

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An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64

et al. 2021

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BackgroundCOVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19, however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. MethodsThe authors followed the five stages of a scoping review outlined by Arskey and O'Malley. Four online databases and MedEdPublish were searched. Two authors independently screened titles, abstracts and full texts. Included articles described developments in medical education deployed in response to COVID-19 and reported outcomes. Data extraction was completed by two authors and synthesized into a variety of maps and charts. ResultsOne hundred twenty-seven articles were included: 104 were from North America, Asia and Europe; 51 were undergraduate, 41 graduate, 22 continuing medical education, and 13 mixed; 35 were implemented by universities, 75 by academic hospitals, and 17 by organizations or collaborations. The focus of developments included pivoting to online learning (n=58), simulation (n=24), assessment (n=11), well-being (n=8), telehealth (n=5), clinical service 2 reconfigurations (n=4), interviews (n=4), service provision (n=2), faculty development (n=2) and other (n=9). The most common Kirkpatrick outcome reported was Level 1, however, a number of studies reported 2a or 2b. A few described Levels 3, 4a, 4b or other outcomes (e.g. quality improvement). ConclusionsThis scoping review mapped the available literature on developments in medical education in response to COVID-19, summarizing developments and outcomes to serve as a guide for future work. The review highlighted areas of relative strength, as well as several gaps. Numerous articles have been written about remote learning and simulation and these areas are ripe for full systematic reviews. Telehealth, interviews and faculty development were lacking and need urgent attention. Practice Points• Most developments to date focused on pivoting to online learning and simulation, making these areas well poised for full systematic reviews.• Research on telehealth, interviews and faculty development to teach in remote environments was lacking and urgently needed.• Several exemplary articles demonstrated the power of collaboration, highlighting opportunities for enhanced cooperation in medical education in the future.

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Section: Wellbeing Mental Health or Learner Supportmentioning

confidence: 99%

Section: Clinical Service Reconfigurations or Early Graduation To Support The Response To Covid-19mentioning

confidence: 99%

An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64

et al. 2021

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“…Three studies reported an increase in simulated training in Argentinian 41 , Chilean 9 , and Mexican 35 programs. Simulated training was suggested as a strategy to adapt residency programs to the pandemic with the objective of improving surgical skills in a safe and standardized environment 61 .…”

Section: Resultsmentioning

confidence: 99%

Latin American Residents’ Surgical Education After the Pandemic: What Strategies Have Emerged for Adapting to This New Era?

Varela

Castelli

Szwarcfiter

et al. 2022

ABCD, arq. bras. cir. dig.

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BACKGROUND: The COVID-19 pandemic has had a negative effect on surgical education in Latin America, decreasing residents’ surgical training and supervised clinical practice. AIMS: This study aimed to identify strategies that have been proposed or implemented to adapt surgical training and supervised clinical practice to COVID-19-related limitations in Latin America. METHOD: A literature review was performed between April and May 2021, divided into two searches. The first one sought to identify adaptation strategies in Latin America for surgical training and supervised clinical practice. The second one was carried out as a complement to identify methodologies proposed in the rest of the world. RESULTS: In the first search, 16 of 715 articles were selected. In the second one, 41 of 1,637 articles were selected. Adaptive strategies proposed in Latin America focused on videoconferencing and simulation. In the rest of the world, remote critical analysis of recorded/live surgeries, intrasurgical tele-mentoring, and surgery recording with postoperative feedback were suggested. CONCLUSIONS: Multiple adaptation strategies for surgical education during the COVID-19 pandemic have been proposed in Latin America and the rest of the world. There is an opportunity to implement new strategies in the long term for surgical training and supervised clinical practice, although more prospective studies are required to generate evidence-based recommendations.

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“…A contingency surgical simulation program was established and trainees were allowed to operate on PCR negative patients according to a safety algorithm. 7 In addition, the curricular year was postponed for 4 months and fewer physicians were admitted into Residency and Fellowships programs. 12 By November 2020, 73% (16/22) of residents and fellows reported having participated in a greater number of surgeries than at the beginning of the pandemic (p = 0.003).…”

Section: Impact Of Covid-19 Pandemic In Surgical Trainingmentioning

confidence: 99%

“…In this context, university hospitals had the additional challenge of guaranteeing and supervising the fulfillment of the academic and teaching activities of their physicians-in-training. While many strategies were suggested to solve educational demands of general surgery training programs in the midst of this sanitary emergency 7 , 8 , 9 , 10 , 11 , the first step to achieve their effective adaptation and face the subsequent phases of the pandemic was to know the opinions and concerns of residents and fellows.…”

Section: Introductionmentioning

confidence: 99%

Teaching strategies and outcomes in 3 different times of the COVID-19 pandemic through a dynamic assessment of medical skills and wellness of surgical trainees

Santos

Salazar

Dietrich

et al. 2022

Surgery

Self Cite

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Background COVID-19 pandemic had a substantial impact on surgical training programs.. This study describes the teaching strategies and outcomes in 3 different times of the COVID-19 pandemic through a dynamic assessment of medical skills and well-being of trainees. Methods Three surveys were administered during 2020 to General Surgery residents and fellows in a University Hospital in Argentina. Perceptions on the impact of COVID-19 were described. The stress rate and risk factors were analyzed. Results The study included 124 answers; 59% were men. 82% of trainees reported concerns about the loss of surgical skills in early phase 1. Time spent with academic activities increased in 94.5% of the cases. Due to the prompt implementation of changes, by the end of 2020, 73% participated in a greater number of procedures (p=0.003); Personal Protective Equipment (PPE) use related problems dropped from 40 to 14% (p=0.031) and the lack of adequate spaces where trainees could express reduced from 28% to zero. Half of the trainees felt stressed and 18% required psychological assistance; reporting problems with PPE use was identified as a risk factor (p=0.012). Conclusions Assessing trainees’ perceptions at 3 different times of the COVID-19 pandemic enabled the implementation of dynamic changes. The negative impact on surgical training was partially offset by the optimal use of virtual learning. Half of them felt stressed, identifying problems in the use of PPE as a predisposing factor.

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Changing our training paradigms in general surgery residency during the covid-19 outbreak. Short communication

Cited by 4 publications

References 4 publications

An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64

An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64

Latin American Residents’ Surgical Education After the Pandemic: What Strategies Have Emerged for Adapting to This New Era?

Teaching strategies and outcomes in 3 different times of the COVID-19 pandemic through a dynamic assessment of medical skills and wellness of surgical trainees

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