Provision of e-learning programmes to replace undergraduate medical students’ clinical general practice attachments during COVID-19 stand-down

Roskvist, Rachel; Eggleton, Kyle; Goodyear‐Smith, Felicity

doi:10.1080/14739879.2020.1772123

Cited by 65 publications

(59 citation statements)

References 14 publications

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“…19 As experienced and described by several authors, the COVID-19 pandemic seems to have acted as a catalyzer to develop innovative online teaching activities and enhance teachers' digital literacy. 20,21 Maintaining learning activities during the COVID-19 pandemic contributed to an increased sense of belonging to a community of learners/teachers. Integration into a learning and teaching community of practice is important for both the learning process and the development of medical students' professional identity.…”

Section: Discussionmentioning

confidence: 99%

Online Synchronous Clinical Communication Training During the Covid-19 Pandemic

Perron¹,

Dao²,

Rieder³

et al. 2020

AMEP

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Purpose As the COVID-19 pandemic outbreak occurred, most structured clinical communication training were transformed from in-person to remote seminars. The aim of our study was to evaluate the usefulness and feasibility of online synchronous clinical communication training from both students’ and tutors’ perspectives. Patients and Methods We conducted a cross-sectional study. Geneva Faculty of Medicine’ 3rd year medical students and tutors involved in clinical communication were asked to respond to an online survey. Results Eighty-five of 149 students and 15/16 tutors responded. Students highly valued both online seminars and reported little technical difficulty. They felt that tutors were well prepared and actively involved them in experiential learning. Tutors globally reported little technical difficulty and felt rather well prepared to do so online. Although both students and tutors preferred the in-person format, half of them could still consider using an online format in the future outside the pandemic but mentioned it required specific rules. Conclusion Our results suggest that clinical communication can be taught and practiced online and that tutors can quickly adapt to such changes.

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Section: Discussionmentioning

confidence: 99%

Online Synchronous Clinical Communication Training During the Covid-19 Pandemic

Perron¹,

Dao²,

Rieder³

et al. 2020

AMEP

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“…Similar to undergraduates, clinical learning has often reverted to online learning. 42 Surgical trainings are very limited now since only essential personnel are allowed in operating rooms and the content has often been converted into video lectures, virtual grand rounds, and other online educational networks. 43,49 However, an innovation in bedside teaching has been done by using Zoom TM and gadgets to live-stream bedside rounds involving patients with COVID-19 with satisfying feedback.…”

Section: Clerkship Programs For Medical Studentsmentioning

confidence: 99%

“…14,25 Their involvement can also be considered as a substitution credit for their studies and thus part of continuing their education. 14 Some institutions, such as Aalborg University in Denmark [38] and University of Auckland 42 involved the final year medical students in the healthcare system as essential health workers. In Italy, the high demand of medical workers led the government to fast-track final year medical students' graduation by terminating board examinations and practical training.…”

Section: Medical Students' Involvement In the Community As Part Of Mementioning

confidence: 99%

Coronavirus outbreaks including COVID-19 and impacts on medical education: a systematic review

Kelly

Hwei

Octavius

2020

J Community Empowerment for Health

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Since the beginning of 2020, the world has been affected by the novel coronavirus COVID-19 pandemic. The virus’ infectious nature pushed all sectors to implement social distancing measures in an effort to limit its transmission, including the education sector. We searched PubMed and Science Direct on June 12th and found 24 papers that are relevant to our review. After the World Health Organization announced that COVID-19 is a global threat, various countries took a variety of measures to limit the disease spread such as social distancing, self-quarantine, and closing public facilities that hold large gatherings, including universities and schools. Hospitals started to prioritize services for COVID-19 cases. Medical education programs are also affected by this disease, but not continuing in-person classes outweighs any benefit from traditional teaching methods. The previous Severe Acute Respiratory Syndrome (SARS) and Middle East Respiratory Syndrome (MERS) pandemics have shown ways to shift medical education to online platforms. In the current pandemic, online meetings are being used to hold lectures, classes, laboratory practices, and clinical skills classes. For clerkship students, online platforms might not be feasible because this eliminates patient-doctor relationships, but it appears for now to be the only option. Some institutions have involved medical students in the frontlines altogether. We encourage all parties to constantly evaluate, review, and improve the efforts of continuing medical education, especially during this pandemic. Further research is needed to evaluate students’ performance after adopting e-learning and to discover the best methods in medical education in general and clerkship education in particular.

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“…Existe escasa experiencia publicada sobre situaciones similares en la literatura disponible a la fecha, en donde más bien se describe la titulación temprana, o labores de apoyo no clínicas, además del cambio del aprendizaje hacia la modalidad online, a través de videoconferencias con docentes y resolución de casos clínicos online (Flotte et al, 2020;Gill et al, 2020;Kinder & Harvey, 2020;Moszkowicz et al, 2020;Rose, 2020;Roskvist et al, 2020;Santos et al, 2020). Teniendo esto en consideración, nos parece pertinente describir brevemente el modelo que se utilizó y el cómo este se adecuó a las necesidades asistenciales de los centros formadores como a la educación continua de nosotros como alumnos de último año.…”

Section: Internado En Tiempos De Covid-19unclassified

“…Para estudiantes de otros cursos, la educación se reorganizó a través de formatos online y se ofrecieron voluntariados en centros de llamada para orientación a la comunidad sobre COVID-19 (Flotte et al, 2020;Gill et al, 2020;Kinder & Harvey, 2020;Moszkowicz, et al, 2020;Rose, 2020;Roskvist, et al, 2020;Santos et al, 2020). En nuestro país, si bien no se realizó un egreso temprano, el Ministerio de Salud de Chile (MINSAL) decretó estado de emergencia, lo que permite a internos trabajar en forma remunerada para los Servicios de Salud con mayor necesidad de recurso humano.…”

Section: Introductionunclassified

Experiencia del internado de medicina durante la pandemia por Covid-19

Espinosa

Vega

Castellón

et al. 2020

ARS med

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Introducción: la pandemia por SARS-CoV-2 ha causado cambios en la formación médica a nivel mundial. Se han suspendido todas las actividades presenciales buscando reducir el contagio y, además, dada la creciente demanda hospitalaria, ha generado la necesidad de buscar nuevas formas de mantener la docencia y a la vez, balancear ésta con las necesidades hospitalarias. Desarrollo: revisamos la experiencia de estudiantes de medicina en otros países, tanto las similitudes como diferencias respecto a lo vivido en Chile, bajo nuestra formación. El interno de medicina, a diferencia del estudiante o del médico, se encuentra en un rol intermedio como práctica profesional y consideramos que tiene un rol positivo en el apoyo a los servicios de salud durante la crisis actual. Presentamos nuestra experiencia como internos de medicina voluntarios en los distintos campos clínicos que se encuentran bajo el alero de nuestra universidad y como hemos experimentado la creciente sobrecarga hospitalaria, incertidumbre, soledad y experiencia con la muerte en nuestra práctica. Conclusión: la experiencia como internos durante esta pandemia y como voluntarios en los distintos servicios de nuestros campos clínicos ha alterado profundamente nuestra formación médica. Nos ha permitido interiorizarnos no solo en aspectos técnicos, sino también en el área más humana de la medicina, en aprender sobre trabajo en equipo, la incertidumbre y el fin de la vida. Creemos que todo esto nos ha preparado y nos ha dado una experiencia invaluable para nuestra futura práctica médica.

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Provision of e-learning programmes to replace undergraduate medical students’ clinical general practice attachments during COVID-19 stand-down

Cited by 65 publications

References 14 publications

Online Synchronous Clinical Communication Training During the Covid-19 Pandemic

Online Synchronous Clinical Communication Training During the Covid-19 Pandemic

Coronavirus outbreaks including COVID-19 and impacts on medical education: a systematic review

Experiencia del internado de medicina durante la pandemia por Covid-19

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