COVID-19 and Research: Implications, Opportunities, and Future Planning

Varghese, Sonu S.; Eekhoudt, Cameron R.; Grubic, Nicholas; Leclerc, Jean-Pierre; Sharma, Abhinav

doi:10.1016/j.cjca.2020.09.008

Cited by 1 publication

(1 citation statement)

References 3 publications

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“…Guidance on the operational aspects of conducting effective virtual teaching sessions has recently been published (8,9). The use of technology-enabled training solutions including for research trainees have also been endorsed in various guidance papers for cardiovascular medicine trainees in different countries (2,10). For the clinical practise of e-cardiology at large, recommendations for overcoming the challenges of digital health implementation in cardiovascular medicine have been published (11) and these concepts can also be extrapolated to enable successful digitalisation of cardiovascular training and education.…”

Section: Background and Significancementioning

confidence: 99%

COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning

Chong

Chahal

Gupta

et al. 2021

Front. Cardiovasc. Med.

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The coronavirus disease-2019 (COVID-19) pandemic has had an unprecedented impact leading to novel adaptations in post-graduate medical education for cardiovascular and general internal medicine. Whilst the results of initial community COVID-19 vaccination are awaited, continuation of multimodality teaching and training that incorporates telelearning will have enduring benefit to post-graduate education and will place educational establishments in good stead to nimbly respond in future pandemic-related public health emergencies. With the rise in innovative virtual learning solutions, medical educators will have to leverage technology to develop electronic educational materials and virtual courses that facilitate adult learning. Technology-enabled virtual learning is thus a timely progression of hybrid classroom initiatives that are already adopted to varying degrees, with a need for faculty to serve as subject matter experts, to host and moderate online discussions, and to provide feedback and overall mentorship. As an extension from existing efforts, simulation-based teaching (SBT) and learning and the use of mixed reality technology should also form a greater core in the cardiovascular medicine curriculum. We highlight five foundational themes for building a successful e-learning model in cardiovascular and general post-graduate medical training: (1) digital solutions and associated infrastructure; (2) equity in access; (3) participant engagement; (4) diversity and inclusion; and (5) patient confidentiality and governance framework. With digitalisation impacting our everyday lives and now how we teach and train in medicine, these five guiding principles provide a cognitive scaffold for careful consideration of the required ecosystem in which cardiovascular and general post-graduate medical education can effectively operate. With due consideration of various e-learning options and associated infrastructure needs; and adoption of strategies for participant engagement under sound and just governance, virtual training in medicine can be effective, inclusive and equitable through the COVID-19 era and beyond.

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