Medical and gastroenterological education during the COVID-19 outbreak

Barberio, Brigida; Massimi, Davide; Dipace, Anna; Zingone, Fabiana; Farinati, Fabio; Savarino, Edoardo

doi:10.1038/s41575-020-0323-7

Cited by 19 publications

(20 citation statements)

References 11 publications

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“…It forced medical schools and residency and fellowship training programs to adapt to how they educate their trainees. Aided by virtual platforms such as Zoom and Microsoft Teams, formal educational lectures, noon conferences, grand rounds, and even medical conferences have migrated onto the web to adapt to the “new normal” [ 18 ]. With widespread cancellation of elective procedures, more procedural-based specialty training programs faced unique challenges to ensure their trainees would acquire adequate procedure skills.…”

Section: Resultsmentioning

confidence: 99%

“…With widespread cancellation of elective procedures, more procedural-based specialty training programs faced unique challenges to ensure their trainees would acquire adequate procedure skills. Gastroenterology fellowship programs adopted innovative virtual training webinars to strengthen participants' theoretical background in endoscopy and video sessions to review common technical aspects of endoscopy; they also reinvigorated the use of simulation-based training, in which it has been shown that skills learned in virtual reality simulation-based training are transferable to real life [18][19][20][21]. Although Zoom and Microsoft Teams are the newest widely adopted virtual platforms for formal medical education, informal medical education has been present on multiple social media platforms for years.…”

Section: Physician Engagement On Social Media Before and During The Covid-19 Pandemicmentioning

confidence: 99%

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Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Katz¹,

Nandi²

2021

JMIR Med Educ

149

104

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Background The COVID-19 pandemic has brought virtual web-based learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. Social media has unique and partially untapped potential to supplement formal medical education. Objective The aim of this review is to provide a summary of the incentives, applications, challenges, and pitfalls of social media–based medical education for both trainees and educators. Methods We performed a literature review via PubMed of medical research involving social media platforms, including Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts. Papers were reviewed for inclusion based on the integrity and power of the study. Results The unique characteristics of social media platforms such as Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts endow them with unique communication capabilities that serve different educational purposes in both formal and informal education settings. However, contemporary medical education curricula lack widespread guidance on meaningful use, application, and deployment of social media in medical education. Conclusions Clinicians and institutions must evolve to embrace the use of social media platforms for medical education. Health care professionals can approach social media engagement in the same ethical manner that they would with patients in person; however, health care institutions ultimately must enable their health care professionals to achieve this by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles to spearhead these generational and cultural changes. Further studies are needed to better understand how health care professionals can most effectively use social media platforms as educational tools. Ultimately, social media is here to stay, influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation, such as the COVID-19 pandemic.

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Section: Resultsmentioning

confidence: 99%

Section: Physician Engagement On Social Media Before and During The Covid-19 Pandemicmentioning

confidence: 99%

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Katz¹,

Nandi²

2021

JMIR Med Educ

149

104

View full text Add to dashboard Cite

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“… 9 Other concerns include social isolation, trainee anxiety and burnout, lack of endoscopy experience, and loss of educational opportunities. 9 , 10 , 11 In accordance with public health efforts and the recommendations of the Association of American Medical Colleges, AE fellowship interviews were held virtually this year. 12 However, to date, the impact of virtual interviews on the match process has largely been unknown.…”

Section: Discussionmentioning

confidence: 99%

Virtual Interviews During the COVID-19 Pandemic: A Survey of Advanced Endoscopy Fellowship Applicants and Programs

Kamboj

Raffals

Martin

et al. 2021

Techniques and Innovations in Gastrointestinal Endoscopy

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This is a PDF file of an article that has undergone enhancements after acceptance, such as the addition of a cover page and metadata, and formatting for readability, but it is not yet the definitive version of record. This version will undergo additional copyediting, typesetting and review before it is published in its final form, but we are providing this version to give early visibility of the article. Please note that, during the production process, errors may be discovered which could affect the content, and all legal disclaimers that apply to the journal pertain.

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“…Any alternative assessment methods must continue to be “robust, valid and reliable in providing assurance that Day One Competences have been achieved by students upon graduation” [ 59 ]. It is also a huge administrative task to organise the infrastructure to be able to deal with the change for both assessments and also graduation ceremonies [ 60 ].…”

Section: Assessmentmentioning

confidence: 99%

Veterinary Education during Covid-19 and Beyond—Challenges and Mitigating Approaches

Routh

Paramasivam

Cockcroft

et al. 2021

Animals

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The public health implications of the Covid-19 pandemic have caused unprecedented and unexpected challenges for veterinary schools worldwide. They are grappling with a wide range of issues to ensure that students can be trained and assessed appropriately, despite the international, national, and local restrictions placed on them. Moving the delivery of knowledge content largely online will have had a positive and/or negative impact on veterinary student learning gain which is yet to be clarified. Workplace learning is particularly problematic in the current climate, which is concerning for graduates who need to develop, and then demonstrate, practical core competences. Means to optimise the learning outcomes in a hybrid model of curriculum delivery are suggested. Specific approaches could include the use of video, group discussion, simulation and role play, peer to peer and interprofessional education.

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Medical and gastroenterological education during the COVID-19 outbreak

Cited by 19 publications

References 11 publications

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review

Virtual Interviews During the COVID-19 Pandemic: A Survey of Advanced Endoscopy Fellowship Applicants and Programs

Veterinary Education during Covid-19 and Beyond—Challenges and Mitigating Approaches

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