Exploring the perceived educational impact of COVID-19 on postgraduate training in oncology: impact of self-determination &amp; resilience

Giuliani, Meredith; Samoil, Diana; Agarwal, Ankit; Croke, Jennifer; Golden, Daniel W.; Hirsch, Ariel E.; Jimenez, Rachel; Malik, Nauman; Papadakos, Janet; Wu, Che Hsuan David; Ingledew, Paris-Ann

doi:10.36834/cmej.70529

Cited by 3 publications

(5 citation statements)

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“…Given the central role that the CanMEDS physician competency framework plays within medical education, the planned 2025 revision must respond to evolving societal needs through the addition of new competencies and the removal of outdated competencies. This is particularly relevant in the current environment as healthcare and medical education continue to be disrupted by the COVID-19 pandemic, [9][10][11][12][13][14][15] technology is increasingly used to monitor health and behavior, 16,17 and the impacts of colonialism, 18 systemic discrimination, 19 sexism, 20 racism, 21 and climate change 22 on health are increasingly acknowledged.…”

Section: Introductionmentioning

confidence: 99%

Emerging concepts in the CanMEDS physician competency framework

Thoma

Karwowska²,

Samson³

et al. 2022

Can. Med. Ed. J

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Background: The CanMEDS physician competency framework will be updated in 2025. The revision occurs during a time of disruption and transformation to society, healthcare, and medical education caused by the COVID-19 pandemic and growing acknowledgement of the impacts of colonialism, systemic discrimination, climate change, and emerging technologies on healthcare and training. To inform this revision, we sought to identify emerging concepts in the literature related to physician competencies. Methods: Emerging concepts were defined as ideas discussed in the literature related to the roles and competencies of physicians that are absent or underrepresented in the 2015 CanMEDS framework. We conducted a literature scan, title and abstract review, and thematic analysis to identify emerging concepts. Metadata for all articles published in five medical education journals between October 1, 2018 and October 1, 2021 were extracted. Fifteen authors performed a title and abstract review to identify and label underrepresented concepts. Two authors thematically analyzed the results to identify emerging concepts. A member check was conducted. Results: 1017 of 4973 (20.5%) of the included articles discussed an emerging concept. The thematic analysis identified ten themes: Equity, Diversity, Inclusion, and Social Justice; Anti-racism; Physician Humanity; Data-Informed Medicine; Complex Adaptive Systems; Clinical Learning Environment; Virtual Care; Clinical Reasoning; Adaptive Expertise; and Planetary Health. All themes were endorsed by the authorship team as emerging concepts. Conclusion: This literature scan identified ten emerging concepts to inform the 2025 revision of the CanMEDS physician competency framework. Open publication of this work will promote greater transparency in the revision process and support an ongoing dialogue on physician competence. Writing groups have been recruited to elaborate on each of the emerging concepts and how they could be further incorporated into CanMEDS 2025.

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Section: Introductionmentioning

confidence: 99%

Emerging concepts in the CanMEDS physician competency framework

Thoma

Karwowska²,

Samson³

et al. 2022

Can. Med. Ed. J

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“…However, we reached theoretical saturation towards the end of data collection, contributing to our confidence that our data represents a wide array of perspectives. Although this study is limited to the UK context, we expect results to be transferrable and useful for the wider medical education context, especially considering the many similarities with early reports on the effects of the pandemic on medical education worldwide [ 2 , 4 , 8 , 10 – 13 , 15 , 25 ].…”

Section: Discussionmentioning

confidence: 91%

“…The Covid-19 pandemic in 2020 brought crisis for healthcare systems worldwide [ 1 ]. This sparked unplanned service reconfigurations, such as reducing footfall in care facilities by switching from in-person to virtual clinics [ 2 , 3 ], a redistribution of staff to critical care [ 4 ], and delays in treatment [ 5 ]. Service reconfigurations in healthcare systems – defined as changes in those processes that affect what services are delivered and where [ 6 ] – are commonplace, and enable healthcare to keep up with technological, medical, and societal advancements and demands [ 7 ].…”

Section: Introductionmentioning

confidence: 99%

“…Trainees, supervisors, policymakers and researchers have voiced concerns that the service reconfigurations implemented during the Covid-19 pandemic substantially impacted trainees and their training environment [2,4,[10][11][12][13][14]. A dearth of patients limits trainees' clinical and surgical exposure [12], virtual consultations limit trainees' opportunities to benefit from teacher-trainee 'bedside teaching' [15] and trainees' mental wellbeing may be adversely affected [13].…”

Section: Introductionmentioning

confidence: 99%

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A national qualitative investigation of the impact of service change on doctors’ training during Covid-19

et al. 2023

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Background The Covid-19 crisis sparked service reconfigurations in healthcare systems worldwide. With postgraduate medical education sitting within these systems, service reconfigurations substantially impact trainees and their training environment. This study aims to provide an in-depth qualitative understanding of the impact of service reconfiguration on doctors’ training during the pandemic, identifying opportunities for the future as well as factors that pose risks to education and training and how these might be mitigated. Methods Qualitative parallel multi-centre case studies examined three Trusts/Health Boards in two countries in the United Kingdom. Data were collected from online focus groups and interviews with trainees and supervisors using semi-structured interview guides (September to December 2020). A socio-cultural model of workplace learning, the expansive-restrictive continuum, informed data gathering, analysis of focus groups and coding. Results Sixty-six doctors participated, representing 25 specialties/subspecialties. Thirty-four participants were male, 26 were supervisors, 17 were specialty trainees and 23 were foundation doctors. Four themes described the impact of pandemic-related service reconfigurations on training: (1) Development of skills and job design, (2) Supervision and assessments, (3) Teamwork and communication, and (4) Workload and wellbeing. Service changes were found to both facilitate and hinder education and training, varying across sites, specialties, and trainees’ grades. Trainees’ jobs were redesigned extensively, and many trainees were redeployed to specialties requiring extra workforce during the pandemic. Conclusions The rapid and unplanned service reconfigurations during the pandemic caused unique challenges and opportunities to doctors’ training. This impaired trainees’ development in their specialty of interest, but also presented new opportunities such as cross-boundary working and networking.

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“…Professional effects described in the French national survey are echoed in similar works concerning oncology residents in the United Kingdom 1 and the United States, 25 and similar multinational initiatives are ongoing to better understand individual perceptions of the pandemic effect on postgraduate medical training. 45 A consistent underlying theme across the professional considerations most frequently identified reflects an unmet need for adequate preparation or available sustained mechanism for guidance as resident trainees take on new roles and responsibilities in clinical care, both inside or outside the setting of their primary specialty. The majority of respondents in Hilmi et al reported inadequate training regarding proper PPE hygiene, ethical conflict primarily regarding suboptimal cancer treatment and caregiver support, and majority perception of potential negative effects affecting patient care, research, and training.…”

Section: Professional and Psychological Effects Of The Covid-19 Pande...mentioning

confidence: 99%

COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology

Campbell

Castillo

Lalani

et al. 2022

International Journal of Radiation Oncology*Biology*Physics

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Exploring the perceived educational impact of COVID-19 on postgraduate training in oncology: impact of self-determination & resilience

Cited by 3 publications

References 8 publications

Emerging concepts in the CanMEDS physician competency framework

Emerging concepts in the CanMEDS physician competency framework

A national qualitative investigation of the impact of service change on doctors’ training during Covid-19

COVID-19 Effects on Medical Education: A Viral Transfer of Knowledge to Radiation Oncology

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