COVID-19 disruption to family medicine residency curriculum: results from a 2020 US programme directors survey

Fashner, Julia; Espinoza, Anthony A; Mainous, Arch G.

doi:10.1136/fmch-2021-001144

Cited by 8 publications

(15 citation statements)

References 17 publications

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“…The report shared common interests with other studies on residents' clinical activities (9,11), educational training ( 9) and personal well-being (9,10). From the setting perspective, this study focused on residents' learning experience in primary care settings, speci cally in their preceptors' practices, in contrast to overall learning experiences across various settings in other studies (9)(10)(11). Our narrower focus allowed us to delve deeper to learn the impact of the COVID pandemic on teaching and learning of essential clinical skills, such as clinical independence and decision making.…”

Section: Discussionmentioning

confidence: 80%

“…This study documented Residents' one-year learning journey in BC during the early pandemic era using a focus group approach; this qualitative approach contrasts with cross-sectional surveys elsewhere --the US and Turkey -yet provides consistent ndings (9)(10)(11). The results described how residents' learning was affected by inter-linked factors arising in the micro-, meso-and macro-levels.…”

Section: Discussionmentioning

confidence: 90%

“…The results described how residents' learning was affected by inter-linked factors arising in the micro-, meso-and macro-levels. The report shared common interests with other studies on residents' clinical activities (9,11), educational training ( 9) and personal well-being (9,10). From the setting perspective, this study focused on residents' learning experience in primary care settings, speci cally in their preceptors' practices, in contrast to overall learning experiences across various settings in other studies (9)(10)(11).…”

Section: Discussionmentioning

confidence: 91%

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An unexpected transition to virtual care: family medicine residents’ experience during the COVID-19 pandemic

Smith

Newton

Barbacuta

et al. 2022

Preprint

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BackgroundThe global COVID-19 pandemic led to rapid changes in both medical care and medical education, particularly involving the rapid substitution of virtual solutions for traditional face-to-face appointments. There is a need for research into the effects and impacts of such changes. The objective of this article investigates the perspectives of Family Medicine Residents in one university program in order to understand the impact of this transition to virtual care and learning.Methods This is a qualitative focus group study. Four focus groups, stratified by site type (Rural=1; Semi-Urban=1; Urban=2) were conducted, with a total of 25 participants. Participants were either first or second-year Residents in Family Medicine. Focus group recordings were analyzed thematically, based upon a five-level social ecological model (individual, family, organization, community, environment and policy context).Results Two main themes were identified: (1) Residents’ experiences of Virtual Learning and Virtual Care, and (2) Living and Learning in Pandemic Times. In the first theme, Residents reported challenges both individually, in their family context, and in their training organizations. Of particular concern was the loss of hands-on experience with clinical skills such as conducting physical examinations. In the second theme, Residents reported disruption of self-care routines and family life. These Residents were unable to engage in the relationships outside of the workplace with their preceptors and peers which they had expected, and which play key roles in social support as well as in future decisions about practice location.ConclusionsWhile many patients appreciated virtual care, in the eyes of these Residents it is not the ideal modality for learning the practice of Family Medicine, and they awaited a return to normal times. Despite this, the pandemic has pointed out important ways in which residency training needs to adapt to an evolving world.

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Section: Discussionmentioning

confidence: 80%

Section: Discussionmentioning

confidence: 90%

Section: Discussionmentioning

confidence: 91%

See 1 more Smart Citation

An unexpected transition to virtual care: family medicine residents’ experience during the COVID-19 pandemic

Smith

Newton

Barbacuta

et al. 2022

Preprint

View full text Add to dashboard Cite

show abstract

“…This study documented Residents’ one-year learning journey in BC during the early pandemic era using a focus group approach; this qualitative approach contrasts with cross-sectional surveys elsewhere -- the US and Turkey – yet provides consistent findings [ 7 – 9 ]. The results described how Residents’ learning was affected by inter-linked factors arising in the micro-, meso- and macro-levels.…”

Section: Discussionmentioning

confidence: 99%

An unexpected transition to virtual care: family medicine residents’ experience during the COVID-19 pandemic

et al. 2022

View full text Add to dashboard Cite

Background The global COVID-19 pandemic led to rapid changes in both medical care and medical education, particularly involving the rapid substitution of virtual solutions for traditional face-to-face appointments. There is a need for research into the effects and impacts of such changes. The objective of this article investigates the perspectives of Family Medicine Residents in one university program in order to understand the impact of this transition to virtual care and learning. Methods This is a qualitative focus group study. Four focus groups, stratified by site type (Rural = 1; Semi-Urban = 1; Urban = 2) were conducted, with a total of 25 participants. Participants were either first or second-year Residents in Family Medicine. Focus group recordings were analyzed thematically, based upon a five-level socio-ecological model (individual, family, organization, community, environment and policy context). Results Two main themes were identified: (1) Residents’ experiences of Virtual Learning and Virtual Care, and (2) Living and Learning in Pandemic Times. In the first theme, Residents reported challenges both individually, in their family context, and in their training organizations. Of particular concern was the loss of hands-on experience with clinical skills such as conducting physical examinations. In the second theme, Residents reported disruption of self-care routines and family life. These Residents were unable to engage in the relationships outside of the workplace with their preceptors and peers which they had expected, and which play key roles in social support as well as in future decisions about practice location. Conclusions While many patients appreciated virtual care, in the eyes of these Residents it is not the ideal modality for learning the practice of Family Medicine, and they awaited a return to normal times. Despite this, the pandemic has pointed out important ways in which residency training needs to adapt to an evolving world.

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“…Par exemple les résidents en médecine familiale ont vu les stages cliniques et les activités pédagogiques annulées et remplacées par des interactions virtuelles. 4 , 5 Une telle situation, unique dans l’histoire contemporaine, a pressé la nécessité et la possibilité de surmonter les obstacles aux changements apportés aux programmes d'études et aux évaluations des apprenants, facilitant ainsi à ouvrir la voie à des transformations et à des réorganisations temporaires et/ou durables de nos pratiques d’enseignement et de supervision clinique. 4 , 6 - 8 Nous devons saisir cette occasion pour prendre une position réflexive et ainsi apprendre de nos expériences collectives en partageant avec la communauté scientifique.…”

Section: Introductionunclassified

Enseigner en situation de pandémie : La transformation de l’enseignement et de la supervision clinique

Dubé¹,

Boucher

Champagne

et al. 2021

Can. Med. Ed. J

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Introduction : La pandémie de COVID-19 est de l’ordre de l’évènement. Il y a un temps de passage pandémique qui impacte profondément nos vies personnelles, professionnelles et collectives. Or, comment enseignons-nous dans ces temps de grand bouleversement ? Quels sont les principaux changements survenus ? Méthode : Suivant une logique de Cartel, quatre professeures et un chercheur qualitatif ont réalisé une recherche autoethnographique visant à documenter les principaux changements survenus dans l’enseignement de la médecine de famille dans leurs pratiques respectives situées dans quatre groupes de médecine familiale universitaire différents de l’Université de Sherbrooke. Résultats : Cinq moments clefs de l’enseignement survenus en temps de pandémie ont été identifiés: a) la déclaration de pandémie, b) l’approche avec la cohorte finissante/avancée de résidents, c) l’anticipation et la préparation de l’arrivée des nouveaux résidents, d) l’arrivée des résidents de première année et e) l’adaptation à la deuxième vague. Pour chacun, nous présentons les enjeux rencontrés dans nos pratiques de soins et d’enseignement sous trois axes relationnels transversaux : la relation de l’humain à son contexte culturel, la relation patient-médecin et la relation enseignant-résident. Conclusion : Notre analyse montre que la transmission du savoir médical et de l’art de la médecine ne peut se faire sans une attention spécifique au contexte culturel global, à la relation contextuelle de soins cliniques et à la relation d’enseignement. Notre étude permet aussi de recommander l’ouverture d’espaces de réflexion et de dialogue dans nos milieux d’enseignement.

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COVID-19 disruption to family medicine residency curriculum: results from a 2020 US programme directors survey

Cited by 8 publications

References 17 publications

An unexpected transition to virtual care: family medicine residents’ experience during the COVID-19 pandemic

An unexpected transition to virtual care: family medicine residents’ experience during the COVID-19 pandemic

An unexpected transition to virtual care: family medicine residents’ experience during the COVID-19 pandemic

Enseigner en situation de pandémie : La transformation de l’enseignement et de la supervision clinique

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