Primary Care Mock Codes During a Pandemic: Interprofessional Team-Based Emergency Education While Maintaining Social Distance

Huang, Elena; Pulice, Christine; Sullivan, Amanda

doi:10.1016/j.acap.2020.05.021

Cited by 8 publications

(10 citation statements)

References 2 publications

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“… 24 It can also include managerial workshops for administrators. 8 Lack of education was reported as one of the important factors causing hesitation to respond among nurses 7 , 38 , 39 and researches proved the positive effect of educational interventions on willingness. Online training is also suggested to save time and make training easier.…”

Section: Resultsmentioning

confidence: 99%

“…Further training of psychological skills among medical staff is also recommended. 38 Finally, recent studies include that increasing nurses' knowledge about pandemics, paying attention to their financial benefits, and especially focusing on their perceived value are the most important willingness strategies in COVID-19 pandemic. 60 These implications were not intended to be an exhaustive list of recommendations but are intended to inform planners, managers, and leaders that are likely to be helpful in supporting staff during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 99%

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Interventions to Improve the Willingness to Work Among Health care Professionals in Times of Disaster: A Scoping Review

Dehkordi

Abbasi

Lord

et al. 2021

INQUIRY

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The critical role of the health workforce in the function of the health care system is undeniable. In times of disaster and public health emergency, the importance of this valuable resource for the organization multiplies. This scoping review was conducted to identify, analyze, and categorize interventions to improve willingness to work in times of disaster as well as the existing knowledge gaps in the topic. For this purpose, four databases were searched. These included Scopus, PubMed, WOS, and World Health Organization observatory, and they were searched for papers published from July 2000 to September 2020. Studies of the English language that described strategies to improve human resources for health willingness to work during times of disaster/public health emergency were included. Full-text papers were screened by authors and data extraction was done according to self-designed form. Framework analysis identified key interventions based on human resources for health action framework. From 6246 search results, 52 articles were included, a great portion of which was published in 2020 probably due to the COVID-19 pandemic. Northern America was the region with most studies. From 52 included studies, 21 papers have reported the interventions to improve willingness to work and 31 papers have explored factors that affected a willingness to work. The interventions used in the studies were categorized into five themes as Leadership, Partnership, Financing, Education, and Organizational policies. The most and least interventions were financial and partnership respectively. The review identified a wide range of feasible strategies and interventions to improve human resources for health’s willingness to work at times of disaster that are expected to be effective. Organizations should let the staff know these decisions and as a necessary step in every organizational intervention remember to evaluate the impacts.

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Section: Resultsmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Interventions to Improve the Willingness to Work Among Health care Professionals in Times of Disaster: A Scoping Review

Dehkordi

Abbasi

Lord

et al. 2021

INQUIRY

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show abstract

“…New programs began to integrate virtual simulation opportunities for learners, including for pediatricians in primary care where they were able to focus on team-based skills as they virtually evaluated simulated children presenting in a critical condition [ 8 ]. Further, educators have provided a degree of “in-person” clinical training and assessment through the use of telehealth and remote objective structured clinical examinations [ 9 ].…”

Section: Experience Gained In the First 12 Months Of The Covid-19 Pandemicmentioning

confidence: 99%

Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic

2021

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Face-to-face education as the traditional basis for medical education was disrupted by the COVID-19 pandemic as learners and educators were moved online with little time for preparation. Fortunately, as online learning has grown, together with medical education shifting to problem-based and team-centered learning over the last three decades, existing resources have been adapted and improved upon to meet the challenges. Effective blended learning has resulted in innovative synchronous and asynchronous learning platforms. Clearly, to do this well requires time, effort, and adjustment from clinicians, educators, and learners, but it should result in an engaging change in teaching practice. Its success will rely on an evaluation of learning outcomes, educator and learner satisfaction, and long-term retention of knowledge. It will be important to maintain ongoing assessment of all aspects of the medical education process, including how to best teach and assess theory, physiology, pathology, history-taking, physical examination, and clinical management. Conclusion : The COVID-19 pandemic triggered emergency transitional processes for teaching and assessment in medical education which built upon existing innovations in teaching medicine with the use of technology. These strategies will continue to evolve so as to provide the basis for an enduring hybrid teaching model involving blended and e-learning in medical education.. What is Known: • Most pediatricians provide clinical teaching to medical students and residents, but few have had formal training in online educational approaches and techniques. • Being able to adapt to new and innovative integrated teaching methods is of key importance when becoming a competent teacher. What is New: • This review presents an up-to-date summary of best practice in blended and e-learning and how it may be optimally delivered. • Knowledge of the principles of e-learning, and how people learn more generally, helps pediatricians shape their clinical teaching and facilitates better interaction with medical students and residents.

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“…Huang et al described transitioning their interdisciplinary primary care clinic mock code training to online simulations. 5 Programs with remote clinical sites may opt to trial virtual simulation in the post-COVID-19 era. Lara et al described standardized patient encounters via teleconferencing to accommodate remote assessment of learners using a virtual observed structured clinical encounter.…”

Section: T a G G E D H 2 Teaching And Learning From Home − Approach To Virtual Educationt A G G E D E N Dmentioning

confidence: 99%

Novel Educational Responses to COVID-19: What is Here to Stay?

Pitt

Klein

2020

Academic Pediatrics

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Primary Care Mock Codes During a Pandemic: Interprofessional Team-Based Emergency Education While Maintaining Social Distance

Cited by 8 publications

References 2 publications

Interventions to Improve the Willingness to Work Among Health care Professionals in Times of Disaster: A Scoping Review

Interventions to Improve the Willingness to Work Among Health care Professionals in Times of Disaster: A Scoping Review

Blended and e-learning in pediatric education: harnessing lessons learned from the COVID-19 pandemic

Novel Educational Responses to COVID-19: What is Here to Stay?

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