Evaluating the Effectiveness of an Online Journal Club: Experience from the International Urology Journal Club

Thangasamy, Isaac; Loeb, Stacy; Sathianathen, Niranjan; Leveridge, Michael; Stork, Brian; Davies, Ben; Woo, Henry H.

doi:10.1016/j.euf.2019.10.006

Cited by 24 publications

(32 citation statements)

References 27 publications

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“…The impact of such a pandemic is undoubtedly deleterious for surgical training as observed in other European countries [14] , [19] and alternatives should be more developed such as e-learning and webinar [20] , [21] , [22] . There is a crucial role to play for the national resident's association to conduct such program together with universities and the support of national scientific society.…”

Section: Discussionmentioning

confidence: 99%

When residents work less, they feel better: Lessons learned from an unprecedent context of lockdown

Degraeve

Lejeune

Muilwijk

et al. 2020

Progrès en Urologie

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Introduction With the COVID-19 outbreak activities of urology departments have been limited to non-deferrable procedures impacting the daily program of residents in urology. We assessed the psychological impact of the lockdown on Belgian residents in urology and their resounding on the quality of the training. Material and Methods A self-administered anonymous questionnaire assessing the risk of burnout in a pandemic situation and its impact on the quality of the training was e-mailed to the members of the European Society of Residents in Urology of Belgium (ESRU-B). We used the Copenhagen Burnout Inventory score which assesses the different dimensions of burnout (personal (CBIP), professional (CBIPro), relational (CBIR)). Several questions evaluating impact on residents’ health and apprehension of the future were included. The survey lasted for 5 days. Comparison of parameters before and during the coronavirus crisis was made using paired samples t -test or Chi 2 test were. Results Fifty percent (62/126) of the ESRU-B members replied to the questionnaire. If 93% of the responders reported a negative impact on the quality of their practical training (CI95 = [0.07–1.10]; P = 0.83), 56% and 61.7% reported a positive impact of the crisis on their life and on their theoretical training respectively. Burnout risk scores were significantly reduced ( P < 0.001) for each dimension 7.26 to 3.40 (CBIP), 9.02 to 4.35 (CBIPro) and 4.42 to 3.03 (CBIR) respectively. Conclusion Despite a negative impact on the daily work quality, the decrease in activity induced by the lockdown did not have a negative psychological impact on Belgian residents in urology but stress the opportunity to review the current training system to be better balanced between practice and theoretical formation.

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Section: Discussionmentioning

confidence: 99%

When residents work less, they feel better: Lessons learned from an unprecedent context of lockdown

Degraeve

Lejeune

Muilwijk

et al. 2020

Progrès en Urologie

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“…Twitter plays a pivotal role in many clinicians' continued education, and journal clubs or "tweetorials" (clinical tutorials in a series of tweets providing links to educational material) can enable residents and medical students to interact with world leaders in their areas of interest (21,33). This suggestion is not unfounded: the incorporation of Twitter in routine clinical learning has been shown to affect the trainee's clinical practice (48). The use of hashtags (e.g.…”

Section: Minimizing the Educational Gap: Implementation Of New Technomentioning

confidence: 99%

Medical and Surgical Education Challenges and Innovations in the COVID-19 Era: A Systematic Review

Dedeilia

Sotiropoulos

Hanrahan

et al. 2020

In Vivo

544

522

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The aim of this systematic review was to identify the challenges imposed on medical and surgical education by the COVID-19 pandemic, and the proposed innovations enabling the continuation of medical student and resident training. A systematic review on the MEDLINE and EMBASE databases was performed on April 18th, 2020, and yielded 1288 articles. Sixty-one of the included manuscripts were synthesized in a qualitative description focused on two major axes, "challenges" and "innovative solutions", and two minor axes, "mental health" and "medical students in the frontlines". Shortage of personal protective equipment, suspension of clinical clerkships and observerships and reduction in elective surgical cases unavoidably affect medical and surgical education. Interesting solutions involving the use of virtual learning, videoconferencing, social media and telemedicine could effectively tackle the sudden cease in medical education. Furthermore, trainee's mental health should be safeguarded, and medical students can be involved in the COVID-19 clinical treatment if needed. In December 2019, a case series of a novel type of pneumonia was reported in Wuhan, China. The causing viral agent was identified as a novel betacoronavirus, named SARS-CoV-2, and the respective infection was named as "Coronavirus Disease 2019 (COVID-19)". As of today, COVID-19 has affected world health to an unprecedented degree. More than 2.44 million cases and 165,000 deaths worldwide have been reported as of 20th April 2020 (1). The pandemic and subsequent mitigation measures have severely impacted all but the most essential activities, effectively shutting down operations in commerce and services. Education has also been disproportionately affected, as the congregation of the youngest members of the community in closed spaces can significantly contribute to the spread of the virus. In total, more that 900 million learners in all levels of education, including higher education, have been affected (2, 3). Medical education equips clinicians with the knowledge and skills to provide safe healthcare to patients. Those receiving medical education do so, ultimately to provide this service to patients, an essential process to ensure a competent workforce. However, those recipients have responsibilities primarily towards service provision and supporting their health system, particularly in times of crisis. This is exemplified by the shutdown of academic institutions worldwide, reallocation of academic trainees into clinical roles and cessation of mandatory training and teaching. Many trainees have been prevented from rotating into new specialties or training positions and supplementary research and audit work that is not essential has been postponed. The aforementioned measures, whilst drastic for medical education, are seen as necessary to ensure health systems can cope with the burden COVID-19.

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“…By using social media, residents can engage in critical appraisal of evidence‐based medicine with dynamic worldwide shared discussion amongst themselves, having the chance to interact with opinion leaders in specific topics. This format has already proven to change clinical practice in 50% of young attendees [5].…”

Section: Smart‐learning Technology Smart‐learning Applicationsmentioning

confidence: 99%

Slowdown of urology residents’ learning curve during the COVID‐19 emergency

et al. 2020

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Evaluating the Effectiveness of an Online Journal Club: Experience from the International Urology Journal Club

Cited by 24 publications

References 27 publications

When residents work less, they feel better: Lessons learned from an unprecedent context of lockdown

When residents work less, they feel better: Lessons learned from an unprecedent context of lockdown

Medical and Surgical Education Challenges and Innovations in the COVID-19 Era: A Systematic Review

Slowdown of urology residents’ learning curve during the COVID‐19 emergency

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