Rapid Deployment of a Statewide COVID‐19 ECHO Program for Frontline Clinicians: Early Results and Lessons Learned

Steeves-Reece, Anna; Elder, Nancy C.; Graham, Tuesday A.; Wolf, Miriam; Stock, Isabel; Davis, Melinda M.; Stock, Robert D.

doi:10.1111/jrh.12462

Cited by 16 publications

(20 citation statements)

References 5 publications

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“…19 The use of video conferencing technologies for medical education and consultation shows promise as a tool to create communities of practice between laboratorians and other health practitioners in the future, a practice that will prove all the more valuable during the COVID-19 pandemic, given that online platforms have become the primary means of accessing professional training and consultation for many medical professionals. [20][21][22] Notably, although attendance in formal, inperson training and the number of on-site visits were semi-controlled for variation and therefore could not be tested for a relationship to LQMS improvement, the relationship is expected. In particular, the content of the program's formal training curriculum is reflected in several individual audit sections that demonstrated major improvements.…”

Section: Discussionmentioning

confidence: 99%

Remote Mentorship Using Video Conferencing as an Effective Tool to Strengthen Laboratory Quality Management in Clinical Laboratories: Lessons From Cambodia

Donovan

Ong²,

Song³

et al. 2020

Glob Health Sci Pract

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Section: Discussionmentioning

confidence: 99%

Remote Mentorship Using Video Conferencing as an Effective Tool to Strengthen Laboratory Quality Management in Clinical Laboratories: Lessons From Cambodia

Donovan

Ong²,

Song³

et al. 2020

Glob Health Sci Pract

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“…1 Like other organizations, 17 we quickly realized the ECHO model had great potential to support clinicians during the pandemic. 13 Although summarizing the chat box and sharing a few frequently asked questions with presenters was far from the open conversation typical of the ECHO model, 18 we discovered participants still created a learning community. Peerto-peer learning and collaborative problem solving took place in all 3 thematic areas.…”

Section: Discussionmentioning

confidence: 92%

“…12 At the start of the pandemic, we recognized ECHO could effectively disseminate pertinent information to clinicians across the state. As we previously described, 13 we relied on OEN's established systems and relationships to identify credible faculty experts and widely promote the program.…”

Section: The Covid-19 Echo Programmentioning

confidence: 99%

Clinicians’ Core Needs in a Pandemic: Qualitative Findings From the Chat Box in a Statewide COVID-19 ECHO Program

et al. 2022

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PURPOSEResearch on primary care's role in a pandemic response has not adequately considered the day-to-day needs of clinicians in the midst of a crisis. We created an Oregon COVID-19 ECHO (Extension for Community Healthcare Outcomes) program, a telementoring education model for clinicians. The program was adapted for a large audience and encouraged interactivity among the hundreds of participants via the chat box. We assessed how chat box communications within the statewide program identified and ameliorated some of clinicians' needs during the pandemic. METHODSWe conducted a qualitative analysis of chat box transcripts from 11 sessions. We coded transcripts using the editing method, whereby analysts generate categories predominantly from the data, but also from prior knowledge. We then explored the context of clinicians' needs in a pandemic, as conceptualized in Maslow's hierarchy of needs adapted for physicians: physiologic, safety, love and belonging, esteem, and self-actualization. RESULTSThe mean number of chat box participants was 492 per session (range, 385 to 763). Participants asked 1,462 questions and made 819 comments throughout the program. We identified 3 key themes: seeking answers and trustworthy information, seeking practical resources, and seeking and providing affirmation and peer support. These themes mapped onto the Maslow's needs framework. We found that participants were able to create a virtual community in the chat box that supported many of their needs.CONCLUSIONS Using a novel data source, we found sharing the experience of practicing in a rapidly changing environment via comments and questions in an ECHO program both defined and supported participants' needs.

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confidence: 99%

“…An acute need for just-in-time clinician education about COVID-19 was identified because of the rapid speed at which new symptom management, treatments, use of personal protective equipment, and testing options arose. 11,12 Before the COVID-19 pandemic, clinicians acquired new medical information by talking informally to colleagues in their outpatient clinics, on hospital rounds through information consultations, or by traveling to medical conventions. These in-person venues, so cherished in the medical profession, have been virtually eliminated during the COVID-19 pandemic.…”

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confidence: 99%

Innovative COVID-19 Programs to Rapidly Serve New Mexico

et al. 2020

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Project ECHO (Extension for Community Healthcare Outcomes) at the University of New Mexico is a telementoring program that uses videoconferencing technology to connect health care providers in underserved communities with subject matter experts. In March 2020, Project ECHO created 10 coronavirus disease 2019 (COVID-19) telementoring programs to meet the public health needs of clinicians and teachers living in underserved rural and urban regions of New Mexico. The newly created COVID-19 programs include 7 weekly sessions (Community Health Worker [in English and Spanish], Critical Care, Education, First-Responder Resiliency, Infectious Disease Office Hours, and Multi-specialty) and 3 one-day special sessions. We calculated the total number of attendees, along with the range and standard deviation, per session by program. Certain programs (Critical Care, Infectious Disease Office Hours, Multi-specialty) recorded the profession of attendees when available. The Project ECHO research team collected COVID-19 infection data by county from March 11 through May 31, 2020. During that same period, 9765 health care and general education professionals participated in the COVID-19 programs, and participants from 31 of 35 (89%) counties in New Mexico attended the sessions. Our initial evaluation of these programs demonstrates that an interprofessional clinician group and teachers used the Project ECHO network to build a community of practice and social network while meeting their educational and professional needs. Because of Project ECHO’s large reach, the results of the New Mexico COVID-19 response suggest that the rapid use of ECHO telementoring could be used for other urgent national public health problems.

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Rapid Deployment of a Statewide COVID‐19 ECHO Program for Frontline Clinicians: Early Results and Lessons Learned

Cited by 16 publications

References 5 publications

Remote Mentorship Using Video Conferencing as an Effective Tool to Strengthen Laboratory Quality Management in Clinical Laboratories: Lessons From Cambodia

Remote Mentorship Using Video Conferencing as an Effective Tool to Strengthen Laboratory Quality Management in Clinical Laboratories: Lessons From Cambodia

Clinicians’ Core Needs in a Pandemic: Qualitative Findings From the Chat Box in a Statewide COVID-19 ECHO Program

Innovative COVID-19 Programs to Rapidly Serve New Mexico

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