The educational impact of COVID-19: views from UK GP educators and trainees

Scallan, Samantha; Lyon-Maris, Johnny

doi:10.1080/14739879.2020.1806736

Cited by 12 publications

(22 citation statements)

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“…In some countries, trainees’ clinical activity was suspended, whereas in other countries they may have been actively engaged in COVID-19 care [ 6 , 8 , 9 ]. The level of active participation in COVID-19 varied over specialties [ 8 – 10 ]. Studies have suggested that trainees’ education has vastly changed because of COVID-19 [ 5 – 11 ].…”

Section: Introductionmentioning

confidence: 99%

“…Firstly, lectures were converted to online learning [ 6 – 8 , 12 ]. Secondly, education opportunities were reduced, [ 13 ] given that COVID-19 care was prioritized [ 6 – 10 ]. Moreover, trainees had more responsibilities and a higher workload because of service reorganization [ 5 , 7 , 8 , 10 ].…”

Section: Introductionmentioning

confidence: 99%

“…Secondly, education opportunities were reduced, [ 13 ] given that COVID-19 care was prioritized [ 6 – 10 ]. Moreover, trainees had more responsibilities and a higher workload because of service reorganization [ 5 , 7 , 8 , 10 ]. Furthermore, medical professionals have been more prone to infection by COVID-19, which has required additional service organization [ 14 ].…”

Section: Introductionmentioning

confidence: 99%

“…Whereas the altered work-life balance of in-hospital trainees was reported, little attention has been paid to their educators’ experiences. With COVID-19 causing a drastic change in practice organization and as such medical educators had to alter the structure of education activities [ 7 – 10 ]. Formal education activities were limited and instead were switched to more opportunistic educational discussions [ 8 – 11 , 17 ].…”

Section: Introductionmentioning

confidence: 99%

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The impact of COVID-19 on the well-being, education and clinical practice of general practice trainees and trainers: a national cross-sectional study

et al. 2022

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Background COVID-19 has changed General Practice (GP) education as well as GP clinical activities. These changes have had an impact on the well-being of medical trainees and the role of GP plays in the society. We have therefore aimed to investigate the impact that COVID-19 has had on GP trainees and trainers in four domains: education, workload, practice organization and the role of GP in society. Design: a cross-sectional study design was used. Methods The Interuniversity Centre for the Education of General Practitioners sent an online survey with close-ended and open-ended questions to all GP trainees and trainers in Flanders, active in the period March – September 2020. Descriptive statistics were performed to analyze the quantitative data and thematic analysis for the qualitative data. Results 216 (response 25%) GP trainees and 311 (response 26%) trainers participated. GP trainees (63%, N = 136) and trainers (76%, N = 236) reported new learning opportunities since the COVID-19 pandemic. The introduction of telehealth consulting and changing guidelines required new communication and organizational skills. Most of the GP trainees (75%, n = 162) and trainers (71%, n = 221) experienced more stress at work and an overload of administrative work. The unfamiliarity with a new infectious disease and the fact that COVID-19 care compromised general GP clinical activities, created insecurity among GP trainers and trainees. Moreover, GP trainees felt that general GP activities were insufficiently covered during the COVID-19 pandemic for their training in GP. GP trainers and trainees experienced mutual support, and secondary support came from other direct colleagues. Measures such as reducing the writing of medical certificates and financial support for administrative and (para) medical support can help to reprioritize the core of GP care. COVID-19 has enhanced the use of digital learning over peer-to-peer learning and lectures. However, GP trainees and trainers preferred blended learning educational activities. Conclusions COVID-19 has created learning opportunities such as telehealth consulting and a flexible organization structure. To ensure quality GP education during the pandemic and beyond, regular GP care should remain the core activity of GP trainees and trainers and a balance between all different learning methods should be found.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

The impact of COVID-19 on the well-being, education and clinical practice of general practice trainees and trainers: a national cross-sectional study

et al. 2022

View full text Add to dashboard Cite

show abstract

“…Although the pandemic has disrupted the delivery of health care, a variety of benefits emerged for primary care researchers including the development of novel methods for conducting research. 3 Rapid evidence reviews, implementation science, and evaluating interventions "in-flight" became the new normal. Early in the pandemic, some clinical and research trainees felt they were left on the sidelines for safety precautions; this pause in day-to-day work opened the doors for trainees to learn from experts and avail themselves of resources that may not have been accessible previously.…”

Section: A New Way Of Conducting Researchmentioning

confidence: 99%