Do you know how COVID-19 is changing general practice/family medicine education?

Michels, Nele; Scherpbier, Nynke; Karppinen, Helena; Buchanan, Jo; Windak, Adam

doi:10.1080/14739879.2020.1755609

Cited by 9 publications

(6 citation statements)

References 3 publications

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“…The pandemic had a significant impact on all levels of medical education, with the need for rapid adaptation to “blended learning”, using digital training interventions in addition to traditional teaching models [ 5 , 6 ]. Medical students and residents jointly participated in the fight against the pandemic in many places, supporting care provision to patients with COVID-19, but also acquiring important new competencies in fighting pandemics in the community [ 5 ].…”

Section: Introductionmentioning

confidence: 99%

Safety Culture and the Positive Association of Being a Primary Care Training Practice during COVID-19: The Results of the Multi-Country European PRICOV-19 Study

Silva

Adžić

Bussche

et al. 2022

IJERPH

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The day-to-day work of primary care (PC) was substantially changed by the COVID-19 pandemic. Teaching practices needed to adapt both clinical work and teaching in a way that enabled the teaching process to continue, while maintaining safe and high-quality care. Our study aims to investigate the effect of being a training practice on a number of different outcomes related to the safety culture of PC practices. PRICOV-19 is a multi-country cross-sectional study that researches how PC practices were organized in 38 countries during the pandemic. Data was collected from November 2020 to December 2021. We categorized practices into training and non-training and selected outcomes relating to safety culture: safe practice management, community outreach, professional well-being and adherence to protocols. Mixed-effects regression models were built to analyze the effect of being a training practice for each of the outcomes, while controlling for relevant confounders. Of the participating practices, 2886 (56%) were non-training practices and 2272 (44%) were training practices. Being a training practice was significantly associated with a lower risk for adverse mental health events (OR: 0.83; CI: 0.70–0.99), a higher number of safety measures related to patient flow (Beta: 0.17; CI: 0.07–0.28), a higher number of safety incidents reported (RR: 1.12; CI: 1.06–1.19) and more protected time for meetings (Beta: 0.08; CI: 0.01–0.15). No significant associations were found for outreach initiatives, availability of triage information, use of a phone protocol or infection prevention measures and equipment availability. Training practices were found to have a stronger safety culture than non-training practices. These results have important policy implications, since involving more PC practices in education may be an effective way to improve quality and safety in general practice.

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Section: Introductionmentioning

confidence: 99%

Safety Culture and the Positive Association of Being a Primary Care Training Practice during COVID-19: The Results of the Multi-Country European PRICOV-19 Study

Silva

Adžić

Bussche

et al. 2022

IJERPH

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“…Given the prior experimentation and experience of medical educators, flipped classroom methods and technologies provided a rapid transition in the light of the prevailing restrictions due to COVID-19. Although some medical schools had been experimenting with flipped classrooms to provide individualized and blended learning models in recent years, face-to-face interaction for peer group discussions, laboratory and technology sessions, continues to play a crucial role in medical education (Michels et al., 2020). Medical educators agree that there can be no substitute for hands-on learning through dissections, equipment training, direct patient care, and operative experience (Chick et al., 2020; Evans et al., 2020).…”

Section: Discussionmentioning

confidence: 99%

Use of Information Communication Technology by Medical Educators Amid COVID-19 Pandemic and Beyond

Chatterjee

Chakraborty

2020

Journal of Educational Technology Systems

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The COVID-19 pandemic has disrupted life and all forms of education. However, the impact on medical education is unique since the need for continuity of training medical students is urgent and traditionally calls for hands-on training and a physical presence. This is further compounded by the unavailability of teachers who are also serving as frontline health-care providers in the pandemic. This article discusses the role and types of information communication technology (ICT) tools in filling the gaps and ensuring educational continuity in medical education, collaboration, and learning, across the world in the current scenario. A variety of online collaboration tools and digital interventions are discussed. A comparison between the various ICT tools being used by medical educators is also presented. The potential and corresponding challenges of revamping the medical education system and incorporating ICT tools in the long run have also been discussed. Our work can serve as the basis of further studies on creating digital educational models in medical education.

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“…The immediate stoppage of traditional medical education in many places was accompanied by the sudden appearance of new solutions in this area. Their nature, scope, and consequences are currently completely unknown and are the subject of ongoing research [5].…”

Section: Medical Educationmentioning

confidence: 99%

Academic general practice/family medicine in times of COVID-19 – Perspective of WONCA Europe

Windak

Frese

Hummers

et al. 2020

European Journal of General Practice

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Do you know how COVID-19 is changing general practice/family medicine education?

Cited by 9 publications

References 3 publications

Safety Culture and the Positive Association of Being a Primary Care Training Practice during COVID-19: The Results of the Multi-Country European PRICOV-19 Study

Safety Culture and the Positive Association of Being a Primary Care Training Practice during COVID-19: The Results of the Multi-Country European PRICOV-19 Study

Use of Information Communication Technology by Medical Educators Amid COVID-19 Pandemic and Beyond

Academic general practice/family medicine in times of COVID-19 – Perspective of WONCA Europe

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