Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

Harendza, Sigrid

doi:10.3205/zma001509

Cited by 2 publications

(6 citation statements)

References 7 publications

(6 reference statements)

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“…Studies were conducted with students in their final year (Clerkship / Interns) (n=7), 20,22,24,25,27,32,33 first year (n=2), 29,30 second and third years (n=1), 26 third year only (n=1), 23 across all years (n=1), 21 and a further two did not specify the year of study. 28,31 Outcomes explored were confidence (n= 5), 21,22,24,25,27 competency (n=2) 20,23 and knowledge (n=6). 26,28–30,32,33…”

Section: Resultsmentioning

confidence: 99%

“…Most studies (n=7) were conducted in the USA. 21–25,29,33 The remaining studies were conducted in Germany, 26,27,31 Japan, 20 South Korea, 28 Switzerland 32 and Greece. 30…”

Section: Resultsmentioning

confidence: 99%

“…These covered a wide range of both university and clinical based modules/ courses and included neurosurgery, 21 surgical instruments, knot tying and suturing, 24 digital histology, 26 a residency preparation course, 22 simulated patient consultations, documentation, and case presentation, 27 simulated clinical experience in respiratory unit and general medicine, 20 generic medical education, 28 neuroanatomy, 29 emergency medicine 25,33 musculoskeletal system anatomy and neuroanatomy, 30 the National Institutes of Health Stroke Scale, 32 operative techniques and skills, 31 and informed consent for surgical procedures. 23…”

Section: Resultsmentioning

confidence: 99%

“…A variety of different online platforms was used to deliver synchronous learning; five used the Zoom video conferencing platform 20,21,24,26,27 three used the University Supported Management Systems: CANVAS 22,29 or Meducator, 30 one used Microsoft teams, 33 another Skype for business, 30 and three did not specify the type of video communication software used. 23,25,28 Other methods included neuroanatomical interactive virtual activities using “Digital Neuroanatomy” software, 29 simulated patient encounters employing online MedEd Case X videos, 33 and structural specimens replaced by photographs.…”

Section: Resultsmentioning

confidence: 99%

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A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Carrier

Edwards

Tombs

et al. 2022

Preprint

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Background Education delivery in higher education institutions was severely affected by the COVID-19 pandemic, with emergency remote teaching developed and adapted promptly for the circumstances. This rapid review investigated the effectiveness of alternative education delivery strategies during the pandemic for medical, dental, nursing and pharmacy students, to help plan and adapt further education provision. Methods We included 23 primary studies in undergraduate education, all published in 2020-2021, no relevant UK-based or postgraduate studies were found. Included studies comprised 10 single cohort descriptive; 11 comparative descriptive; and two RCTs. There was considerable variability in terms of students, type of distance learning, platforms used and outcome measures. Results In medicine (n=14), self-reported competency and confidence, and demonstrable suturing skills were achieved through participating in remote learning. However, lower levels of knowledge were obtained by students who received virtual or blended learning compared to in-person teaching (low-very low confidence). Using bespoke interactive platforms in undergraduate medical training was superior to standard video (low confidence) or textbook presentations (very low confidence). In dentistry (n=2), remote learning led to knowledge gained (low confidence), but self-reported practical and interpersonal skills were lower with remote rather than in-person learning (very low confidence). In nursing (n=3), remote learning, when compared to in-person, resulted in similar knowledge and self-reported competency levels (very low confidence) pre-COVID, but confidence was higher when learning or assessment was conducted virtually (low confidence). In pharmacy (n=4), virtual learning was associated with higher skills, but lower knowledge compared to in-person, pre-COVID; self-reported competency and confidence scores were similar between the two groups (very low confidence). Conclusions Remote teaching was valued, and learning was achieved, but the comparative effectiveness of virtual versus in-person teaching is less clear. Supplementary alternative or in-person practical sessions may be required post-emergency to address learning needs for some disadvantaged student groups.

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Section: Resultsmentioning

confidence: 99%

“…Most studies (n=7) were conducted in the USA. 21–25,29,33 The remaining studies were conducted in Germany, 26,27,31 Japan, 20 South Korea, 28 Switzerland 32 and Greece. 30…”

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 2 more Smart Citations

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Carrier

Edwards

Tombs

et al. 2022

Preprint

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“…The students were invited to participate in a competency-based telemedicine assessment resembling a first day of residency [28], which took place at UKE in the last week of the students' internal medicine rotation in March 2021. Students from the ITW group were invited after their ITW rotation by JB, physician and coordinator of the ITW.…”

Section: Study Design and Participantsmentioning

confidence: 99%

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study

et al. 2022

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Introduction Interprofessional training wards (ITWs) are implemented to provide medical students with a holistic and authentic health care experience to improve their clinical competencies. Controlled outcome studies assessing students’ competencies after ITW-training are uncommon. In this case-control study, we assessed final-year medical students who received ITW-training regarding entrustable professional activities (EPAs) and communicative as well as social competencies. Methods In March 2021, 32 final-year students, 16 with (ITW group) and 16 without (control group) a previous four-week placement on an ITW participated in a training simulating the first day of residency. The simulated patients assessed students’ communication and interpersonal skills for history taking with the ComCare index after every consultation. Twelve prospective EPAs were assessed by three senior physicians after watching videos of the students’ case presentations. Results While baseline characteristics and ComCare index ratings were not significantly different between the two groups, the overall mean entrustment level for the 12 EPAs was significantly higher (p < 0.001) in the ITW group compared to the control group (median = 3.15 versus 2.22). The interrater reliability for all EPAs was high and entrustment in students from the ITW group was significantly higher in 10 out of 12 EPAs. Discussion ITW training seems to prepare medical students well to practice competencies which are relevant for prospective entrustment decisions and can be deduced by senior physicians from case presentations. Further studies with larger student cohorts are needed to corroborate this finding and observable EPAs could also be defined to assess students’ competencies after ITW training.

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Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

Cited by 2 publications

References 7 publications

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study

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Re: Evaluation of a telemedicine-based training for final-year medical students including simulated patient consultations, documentation, and case presentation

Cited by 2 publications

References 7 publications

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A&nbsp;case-control study

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Assessment of final-year medical students’ entrustable professional activities after education on an interprofessional training ward: A case-control study