Practical Techniques to Adapt Surgical Resident Education to the COVID-19 Era

Coe, Taylor M.; Jogerst, Kristen; Sell, Naomi M.; Cassidy, Douglas J.; Eurboonyanun, Chalerm; Gee, Denise W.; Phitayakorn, Roy; Petrusa, Emil

doi:10.1097/sla.0000000000003993

Cited by 80 publications

(89 citation statements)

References 10 publications

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“…Use of online audience response systems promotes active participation from remote learners, which is known to improve performance. This also provides the lecturer an opportunity to assess content understanding and knowledge deficits [27]. Keeping learners engaged remotely is important as it helps prevent distractions and multitasking with clinical work.…”

Section: Video Lecturesmentioning

confidence: 99%

Society of Gynecologic Oncology recommendations for fellowship education during the COVID-19 pandemic and beyond: Innovating programs to optimize trainee success

Ferriss

Rose

Rungruang

et al. 2021

Gynecologic Oncology

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The novel coronavirus pandemic has disrupted medical education at all levels. • Fellowship programs must adapt to the realities of social distancing, workforce redeployments, and laboratory closures. • The integration of teleconferencing into clinical practice and learning provides both challenges and growth opportunities. • Program directors should be aware of new stressors our fellows, particularly underrepresented minorities, are facing. • Programs should take advantage of the opportunity to rethink fellowship education and the needs of our recent graduates.

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Section: Video Lecturesmentioning

confidence: 99%

Society of Gynecologic Oncology recommendations for fellowship education during the COVID-19 pandemic and beyond: Innovating programs to optimize trainee success

Ferriss

Rose

Rungruang

et al. 2021

Gynecologic Oncology

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“…8,9 Virtual technology has emerged as an important tool for delivering both patient care and educational curricular content. 10 Individual programs have shared strategies and practical tips focused on innovative education and training, the promotion of resident wellness, 11,12 and creative interventions and flexibility necessary to successfully transition medical students and surgical residents to the next phase of their training. 13,14 In response to the extensive and far-reaching challenges imposed on training programs and surgical educators during the COVID-19 pandemic, the American College of Surgeons' (ACS) Division of Education, through the ACS Academy of Master Surgeon Educators (the Academy), appointed a Special Committee that would examine the impact of, and response to, the pandemic in domains of educational leadership, swift identification and communication of innovations in surgical education, and dissemination of best practices emerging from the disruption caused by the pandemic.…”

mentioning

confidence: 99%

Impact of the COVID-19 Pandemic on Surgical Training and Learner Well-Being: Report of a Survey of General Surgery and Other Surgical Specialty Educators

Ellison

Spanknebel

Stain

et al. 2020

Journal of the American College of Surgeons

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BACKGROUND: The COVID-19 pandemic disrupted the delivery of surgical services. The purpose of this communication was to report the impact of the pandemic on surgical training and learner well-being and to document adaptations made by surgery departments. STUDY DESIGN: A 37-item survey was distributed to educational leaders in general surgery and other surgical specialty training programs. It included both closed-and open-ended questions and the self-reported stages of GME during the COVID-19 pandemic, as defined by the ACGME. Statistical associations for items with stage were assessed using categorical analysis. RESULTS: The response rate was 21% (472 of 2,196). US stage distribution (n ¼ 447) was as follows: stage 1, 22%; stage 2, 48%; and stage 3, 30%. Impact on clinical education significantly increased by stage, with severe reductions in nonemergency operations (73% and 86% vs 98%) and emergency operations (8% and 16% vs 34%). Variable effects were reported on minimal expected case numbers across all stages. Reductions were reported in outpatient experience (83%), in-hospital experience (70%), and outside rotations (57%). Increases in ICU rotations were reported with advancing stage (7% and 13% vs 37%). Severity of impact on didactic education increased with stage (14% and 30% vs 46%). Virtual conferences were adopted by 97% across all stages. Severity of impact on learner well-being increased by stagedphysical safety (6% and 9% vs 31%), physical health (0% and 7% vs 17%), and emotional health (11% and 24% vs 42%). Regardless of stage, most but not all made adaptations to support trainees' well-being. CONCLUSIONS: The pandemic adversely impacted surgical training and the well-being of learners across all surgical specialties proportional to increasing ACGME stage. There is a need to develop education disaster plans to support technical competency and learner well-being. Careful Disclosure Information: Nothing to disclose. Disclosure outside the scope of this work: Dr Ellison receives royalty payments for original contributions from McGraw-Hill Medical and Wolters Kluwer. All other authors have nothing to disclose.

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“…Although there is no substitute for hands-on learning through operative experience and direct patient care, these may be ways to mitigate the loss of learning exposure during this time [13].…”

Section: E-learningmentioning

confidence: 99%

Doing More with Less: Surgical Training in the COVID-19 Era

Doulias

Gallo

Rubio-Perez

et al. 2020

Journal of Investigative Surgery

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Background: The impact of COVID-19 in healthcare systems globally was unprecedented leading to cancelations of most planned surgical activities. Surgical trainees were redeployed to Intensive Care and Emergency units supporting urgent and unplanned care on COVID-19 patients. Theater exposure, crucial part of surgical training, was reduced to minimal since elective cases were postponed, and emergency operating was carried out by consultants only. Surgical research has also been severely hit with most of the clinical trials been postponed. Teaching activities as well as national and international congresses and surgical courses important tools for continuous professional development were canceled. Methods: The primary aim of our study was to summarize the changes in surgical training during the pandemic. This was followed by a review of the existing social media platforms, video-conferencing platforms along with the role of the social media in surgical training. The crucial role of simulation in surgical training was explored and alternative ways of training with engagement of the feedback mechanisms were proposed. The secondary aim was to highlight possible novel educational strategies for the forthcoming post-COVID-19 era. Conclusions: The "new" era forced the educational boards to reexamine training curriculums. Innovation strategies and cooperation on the part of surgical residency programs is crucial. Strong leadership is needed, on the part of the education bodies with restructuring of the surgical programmes to accommodate alternative ways of training is necessary to maintain rigorous standards of education and training.

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Practical Techniques to Adapt Surgical Resident Education to the COVID-19 Era

Cited by 80 publications

References 10 publications

Society of Gynecologic Oncology recommendations for fellowship education during the COVID-19 pandemic and beyond: Innovating programs to optimize trainee success

Society of Gynecologic Oncology recommendations for fellowship education during the COVID-19 pandemic and beyond: Innovating programs to optimize trainee success

Impact of the COVID-19 Pandemic on Surgical Training and Learner Well-Being: Report of a Survey of General Surgery and Other Surgical Specialty Educators

Doing More with Less: Surgical Training in the COVID-19 Era

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