Maximizing Career Advancement During the COVID-19 Pandemic: Recommendations for Postgraduate Training Programs

Vusse, Lisa K. Vande; Ryder, Hilary F.; Best, Jennifer A.

doi:10.1097/acm.0000000000003938

Cited by 12 publications

(3 citation statements)

References 27 publications

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“…The improvement of the learning effect would certainly improve the competitiveness of students. Several studies have confirmed that the use of social media promoted development of effective work relationships and were helpful for a successful professional career [32,33]. Inspired by the clinical cases delivered by teachers through social media, students gained knowledge of the impact of restorative procedures on mucosa, periodontal tissues, occlusion, and oral function.…”

Section: Cbl Extended Traditional Teachingmentioning

confidence: 98%

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

Li¹,

Liu²,

Chen³

et al. 2021

J Med Internet Res

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Background Current cariology education based on the traditional teaching method faces a lot of challenges. Meanwhile, the COVID-19 pandemic caused an unprecedented disruption in medical education and health care systems worldwide. Innovation in the teaching mode of cariology education is required to change the situation. Objective The goal of the research was to evaluate the application effects of a case-based social media–assisted teaching method in cariology education. Methods Dental students of class 2019 were enrolled into the experimental group, while students of class 2018 served as control. A case-based social media–assisted teaching method was used in the experimental group, which included preclass activity via social media, additional discussion and practice process record in class, and questions and answers on the platform after class. The traditional teaching method, which consisted of conventional preparation before class, traditional lectures and demonstrations followed by students practice in class, and questions and answers step after class, was used in the control group. The teaching materials were the same in both groups. At the end of the program, students from both groups took cavity preparation skill evaluation tests. Questionnaires were tested on the case-based social media–assisted teaching group students anonymously. All data were analyzed using SPSS statistical software (version 22.0, IBM Corp). Results The mean student cavity preparation skill evaluation scores was 82.51 (SD 6.82) in the experimental group and 77.19 (SD 5.98) in the control group (P<.05). The questionnaire response rate was 100%. Of those, 94.3% (100/106) of the students recommended the case-based social media–assisted teaching method in cariology education. The majority of the participants agreed that it helped them memorize the theoretical knowledge of cariology, facilitated in-depth discussion, improved their enthusiasm and initiative in learning, and enhanced the relationship between teachers and students (104/106, 98.1%). They also recognized that the classroom atmosphere was active (94/106, 88.7%). Conclusions The case-based social media–assisted teaching method was beneficial in terms of learning, as demonstrated by the statistically significant improvement of the cavity preparation skill evaluation scores and satisfaction from attending students. This method could be used to supplement the teaching of cariology.

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Section: Cbl Extended Traditional Teachingmentioning

confidence: 98%

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

Li¹,

Liu²,

Chen³

et al. 2021

J Med Internet Res

View full text Add to dashboard Cite

show abstract

“… 78 , 79 National Societies, including the American Gastroenterological Association and American College of Gastroenterology, expanded virtual presentations accessible to members across the country. 78 , 80 Alternative media allowed further dispersal of information, including the expanded use of podcasts and Twitter for structured educational events, such as #ScopingSundays and #MondayNightIBD. 81 Grand rounds presentations shifted to a virtual format, greatly decreasing cost, and increasing the ability for invited speakers to attend.…”

Section: Educational Conferencesmentioning

confidence: 99%

The new normal: a review of the impact of COVID-19 on gastroenterology fellowship training

Makhani,

Morales,

Whitson

2023

Therap Adv Gastroenterol

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The COVID-19 pandemic had a significant impact on medical education and gastroenterology fellowship training. As a result of the pandemic, a trainee’s physical safety, mental health and wellness, clinical and procedural training, and educational opportunities were all potentially altered. Changes necessitated at the start of the pandemic were different than those needed further along in the pandemic course. Fellowship programs were required to modify policies and adapt to changes rapidly to advocate for their trainees and ensure quality education. Much of COVID-19’s initial impact on education – decreased endoscopic procedures and the loss of educational conferences – has largely returned to pre-pandemic form. However, other changes made during the pandemic have persisted and likely will continue in the future. This includes a virtual interview format for fellowship matches, a virtual option for many national conferences, and an expansion of simulation training. This article reviews the impact that COVID-19 had on medical education with a specific focus on gastroenterology fellowship. The paper highlights the initial impact of COVID-19, the lingering effects, and discusses the areas needed for further research to best understand the total impact COVID-19 had on our trainees’ education.

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“…Since early 2020, the ongoing novel coronavirus pandemic has impacted, even in some cases halted, many activities traditionally offered by programs to fulfill the mission of residents' education. Clinical rotations and professional development activities, including those focused on individual trainees' interests, have been displaced by intervening patient care needs mainly from the SARS-Cov2 pandemic (Vande Vusse et al 2021).…”

Section: Introductionmentioning

confidence: 99%

Academic Continuity of Clinical Training in Postgraduate Medical Education Amid the Pandemic

Jiménez¹,

Rivas²,

Arce³

et al. 2021

International Conference on Education

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The pandemic has posed many challenges for the academic continuity of clinical training. The social responsibility of universities and the professionalism of physicians inspired residents on taking the leadership in the front line of COVID-19. Their direct involvement in patient care required the establishment of protocols to offer mentoring and support services for self-care and mental health strategies to prevent burnout. The objective of this study was to describe the design and implementation of a comprehensive strategy to transform the Multicentric Program of postgraduate medical education in northern Mexico to continue academic and clinical training activities amid the pandemic. The participants in this study include six training centers which represent 290 physicians in 17 medical specialties programs. The results of the designed strategy focus on three specific activities: 1) offering formal curricular elements through online platforms and mobile devices, 2) adaptative clinical training for the residents participating directly in SARS-Cov2 patient care, and 3) specific training on COVID-19 for all participants on patient safety protocols and use of protective equipment. All 17 programs achieved academic continuity by the use of digital platforms. The protection and safety of the educational community were privileged with the purpose of training by providing residents specific safety training on COVID-19, personal protection equipment, periodical PCR testing and by the vaccination strategy. The responsibility and responsiveness of educational institutions to address the challenges to continue the clinical training during the health crisis will significantly affect the educational results and preparedness of the next generation of health professionals. The commitment of universities should be beyond academic continuity or sharing content online, it should address as well self-care and wellbeing strategies that could provide graduates with the skills that are essential to thrive in the current pandemic. Keywords: higher education, educational innovation, postgraduate medical education, residents’ education, COVID-19

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Maximizing Career Advancement During the COVID-19 Pandemic: Recommendations for Postgraduate Training Programs

Cited by 12 publications

References 27 publications

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

The Application of a Case-Based Social Media–Assisted Teaching Method in Cariology Education：Comparative Study

The new normal: a review of the impact of COVID-19 on gastroenterology fellowship training

Academic Continuity of Clinical Training in Postgraduate Medical Education Amid the Pandemic

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