Optimizing teledermatology visits for dermatology resident education during the COVID-19 pandemic

Oldenburg, Reid; Marsch, Amanda F.

doi:10.1016/j.jaad.2020.03.097

Cited by 49 publications

(50 citation statements)

References 2 publications

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“…In order to enable future sustainability of service, we need to enable on-going patient-based training for learners with an appropriate balance of telehealth and inperson activities. A few studies in this review focused on the incorporation of trainees into telehealth appointments (Chick et al 2020;Johnston et al 2020;Oldenburg and Marsch 2020), yet more studies of this type are urgently needed given the rather seismic shift in clinical care. Most undergraduate papers focused on removing medical students from the clinical context to minimise risk.…”

Section: Summary Of Resultsmentioning

confidence: 99%

“…Supporting continued clinical contact. Four papers described supporting some form of continued clinical contact using approaches to mitigate risk for learners missing out on in-person patient care opportunities (Chick et al 2020;Hofmann et al 2020;Johnston et al 2020;Oldenburg and Marsch 2020). Activities included supervised telephone or video consultations for undergraduate medical students (Johnston et al 2020) or postgraduate trainees (Chick et al 2020; Oldenburg and Marsch 2020), with feedback from the supervisor either offline or with the patient present, and virtual ward rounds for undergraduate medical students using an iPad on wheels (Hofmann et al 2020) to see, hear and interact with COVID-19 patients and their physicians.…”

Section: Pivoting Education Deliverymentioning

confidence: 99%

“…increased online learning, precepting clinical care via telehealth) were likely here to stay. Seven studies highlighted the sustainability of interventions beyond the pandemic (Boodman et al 2020;Kanneganti et al 2020;Keegan et al 2020;Oldenburg and Marsch 2020;Srinivasan 2020;Ungtrakul et al 2020;Veasuvalingam and Goodson 2020), with the last study stating that 'the shift online is transformational' and 'though not all will be different, this turning point has increased faith in technology sparking a change in behaviour away from traditional approaches. '…”

Section: Conclusion Of Study Authorsmentioning

confidence: 99%

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Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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Background: The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned. Methods: The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported. Results: Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick's outcomes, with one study describing levels 1-3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention. Conclusions: This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.

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Section: Summary Of Resultsmentioning

confidence: 99%

Section: Pivoting Education Deliverymentioning

confidence: 99%

Section: Conclusion Of Study Authorsmentioning

confidence: 99%

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Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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“…Healthcare systems that have not previously utilized telehealth are faced with the challenge of adopting new technology as regulating bodies approve its use and reimbursement (Rockwell and Gilroy, 2020). In an effort to minimize disruptions in training and continue primary care access to the community, residents should be incorporated into the telehealth workflow (Oldenburg and Marsch, 2020). Depending on the modality, preceptors may be able to supervise multiple trainees simultaneously.…”

Section: Utilize Telemedicine To Optimize the Primary Care Experiencementioning

confidence: 99%

Tips for pandemic response planning for Internal Medicine training programs

Spitzer¹,

Allen²,

Sinha³

et al. 2020

MedEdPublish

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The current Coronavirus Disease 2019 (COVID-19) pandemic has strained hospital systems and training programs across the world. As capacity issues mount and trainees are called upon to provide frontline medical care, programs and institutions have had to rapidly evolve to redefine the trainee experience. To that end, there is a paucity of literature regarding how healthcare training programs should operate during a global pandemic. Here, we aim to describe twelve evidence-based recommendations for coordinating a cohesive, systematic approach to pandemic response planning for Internal Medicine residency training programs. These tips encompass inpatient and outpatient practices, provider safety, resuscitation, virtual education programming and resident wellbeing. Though many of these considerations or recommendations were not described during the COVID-19 pandemic, these tips have been described previously in the literature, are applicable to the current pandemic and could be easily extrapolated to future crises.

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“…The published information about the di culties and potential solutions implemented by medical training programs during the pandemic is limited. Some orthopedic, anesthesiology, dermatology and ophthalmology programs have published descriptive studies and editorials sharing their experience (17)(18)(19)(20). However, the magnitude of the impact of the SARS-CoV-2/COVID-19 pandemic on student satisfaction with medical education, especially in graduate programs, is unknown.…”

Section: Introductionmentioning

confidence: 99%

Assessment of the Academic Satisfaction of Graduate Students During the SARS-CoV-2 Pandemic, In An Internal Medicine Department.

Castro-Paris

Muñoz-Velandia

García-Peña

et al. 2020

Preprint

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BackgroundDuring the SARS-CoV-2/ COVID-19 pandemic, academic activities have been adjusted to include virtual components. The impact on student satisfaction with their medical education, especially in graduate programs, is unknown.MethodsThe Internal Medicine Department of the Pontificia Universidad Javeriana and the Hospital Universitario San Ignacio, in Bogotá (Colombia), converted multiple theoretical academic activities to virtual modality, and modified the practical activities using technological platforms that allow remote participation of residents or teachers. A survey was designed to evaluate the satisfaction of residents in relation to the theoretical and practical components, and the perception of change.Results48 residents responded the survey. > 72 % reported being partially or totally satisfied with the organization, content of the activities, interdisciplinary approach and opportunity to discuss topics for the theoretical activities. When evaluating the care activities, 21.9 % of the residents reported not being satisfied with the preparation that those activities give for clinical practice and professional life, and 31.3 % with the interdisciplinary approach, and time to discuss the cases. > 72.9 % were satisfied with the technological tools used. The level of perceived stress worsened for 62.5 %, and the opportunity to develop and practice skills worsened for 64.6 % of those surveyed.ConclusionsDespite the high satisfaction with the theoretical activities and the technological tools used, residents consider that the implementation of remote academic activities is associated with higher levels of stress and fewer opportunities to develop and practice clinical skills. New strategies are needed to improve practical components while maintaining social distancing.

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Optimizing teledermatology visits for dermatology resident education during the COVID-19 pandemic

Cited by 49 publications

References 2 publications

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Tips for pandemic response planning for Internal Medicine training programs

Assessment of the Academic Satisfaction of Graduate Students During the SARS-CoV-2 Pandemic, In An Internal Medicine Department.

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