Virtual bedside teaching rounds with patients with COVID‐19

Hofmann, Heather; Harding, Cameron; Youm, Julie; Wiechmann, Warren

doi:10.1111/medu.14223

Cited by 83 publications

(90 citation statements)

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“…Four papers described supporting some form of continued clinical contact using approaches to mitigate risk for learners missing out on in-person patient care opportunities (Chick et al 2020;Hofmann et al 2020;Johnston et al 2020;Oldenburg and Marsch 2020). Activities included supervised telephone or video consultations for undergraduate medical students (Johnston et al 2020) or postgraduate trainees (Chick et al 2020; Oldenburg and Marsch 2020), with feedback from the supervisor either offline or with the patient present, and virtual ward rounds for undergraduate medical students using an iPad on wheels (Hofmann et al 2020) to see, hear and interact with COVID-19 patients and their physicians. Clearly, these studies are not workplace-based in the traditional sense, but they do use authentic patient interactions separate from other forms of learning.…”

Section: Pivoting Education Deliverymentioning

confidence: 99%

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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Background: The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned. Methods: The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported. Results: Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick's outcomes, with one study describing levels 1-3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention. Conclusions: This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.

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Section: Pivoting Education Deliverymentioning

confidence: 99%

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

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“…The curriculum is available online ( https://www.siumed.edu/oec/ccc ) for free to any medical learners. Another example is found in a recent report of Hofmann et al [ 24 ], where medical students engaged in virtual rounds with COVID-19 patients using a HIPAA (Health Insurance and Portability and Accountability Act) compliant video-conferencing tool. They have discussed if virtual rounds can be utilized especially for clinical experiences excluding medical students due to safety or difficult patient cases.…”

Section: Practical Guidelines For Online Teachingmentioning

confidence: 99%

Teaching online: foundational concepts of online learning and practical guidelines

Rhim

Han

2020

Korean J Med Educ

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Medical schools have been slowly adopting online learning into pedagogical methods for more than a decade. While some medical educators are reluctant to accept these changes, the ongoing coronavirus disease 2019 (COVID-19) pandemic poses a threat to the delivery of traditional medical education, which has accelerated the inevitable implementation of online learning. This sudden change may be a new challenge to medical educators who are new to this territory. Therefore, this review aims to provide foundational concepts of online learning and practical guidelines in the context of medical education. The authors first identify three foundational concepts, which are transactional distance, presence, and independent learners. In online learning, transactional distance, determined by dialogue and structure, becomes more important than physical distance. Furthermore, effective and successful online learning requires the achievement and accommodation of cognitive, social, and teaching presences. It is also crucial to recognize learners not as passive recipients of information predefined by a teacher, but as active, capable, and independent individuals. The authors, then, discuss the practical guidelines for designing an effective online curriculum. Five online pedagogical guidelines are laid out in this review: design structures and flows to embrace experiential learning, accommodate both synchronous and asynchronous learning, design/facilitate interactions, promote practice opportunities, and promote a learning community. By understanding the foundational concepts and applying these guidelines, the adoption of online learning in the medical school may supplement the traditional medical education or even provide additional benefits in the new normal after the COVID-19 pandemic.

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“…While co-location with other students can be challenging at community sites, activities such as interprofessional case discussions could be conducted with students at other sites using secure communication platforms. During the Covid-19 pandemic, healthcare educators developed greater facility with online platforms [68] and positive outcomes in terms of IPE are emerging [69]. Going forward this could represent an opportunity for evolution within practice-based IPE.…”

Section: Insert Fig 3 About Here Discussionmentioning

confidence: 99%

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

O’Leary

Salmon

Clifford

2020

Preprint

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Background Practice-based interprofessional education (IPE) is essential to prepare students for collaborative working. Pockets of practice-based IPE have been integrated into healthcare curriculums in some regions. Yet practice-based IPE is not globally valued as a key element of healthcare curriculums. As students and clinical educators are key stakeholders, this study presents a case example of their experiences in a country where practice-based IPE is at an emergent stage. Their experiential knowledge will generate important insights into how practice-based IPE is perceived and experienced. This learning can be applied, both locally and beyond, by stakeholders seeking to embed practice-based IPE in their placement curriculums. Methods A qualitative case study was conducted at a school of allied health and partner placement sites in Ireland. Data collection comprised two participant observations, 13 interviews and 12 document analyses. Inductive thematic analysis and deductive framework analysis, underpinned by activity theory and Hofstede’s cultural dimensions, informed data analysis and interpretations. Results The overarching theme was establishing the value of practice-based IPE, illustrated in three sub-themes: articulating expectations, conceptualising practice-based IPE and integrating interprofessionalism. First, overt articulation of practice-based IPE learning outcomes within regulatory standards and assessment processes would enhance its value within practice education. Second, clearer conceptualisation of what constitutes practice-based IPE is required. Participants indicated varying conceptualisations regarding why and how to implement practice-based IPE. Highlighting how practice-based IPE improved patient care and safety created a clear rationale for implementation. It was also helpful to demonstrate how adaptations to existing practice education models, rather than entirely new models, could achieve meaningful practice-based IPE. Third, integrating interprofessionalism at placement sites is required. Varying levels of professional engagement were noted, perpetuating stereotypes. Creating educator networks and embedding practice-based IPE in organisational strategy enhances its status and broadens engagement. Conclusions Adoption of these recommendations could enhance the value of practice-based IPE and optimise student preparation for collaborative working. Practice-based IPE remains a complex model and the trajectory of embedding in healthcare curriculums will differ globally. National and international longitudinal stakeholder data is needed to refine what type of practice-based IPE is most impactful on future collaborative practice.

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Virtual bedside teaching rounds with patients with COVID‐19

Abstract: When simulation doesn't simulate: Bearman uses dissociations between clinical practice, simulation to argue we need constant criticality to prevent assessment from disguising, replacing, altering what it is supposed to represent.

Cited by 83 publications

References 0 publications

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Teaching online: foundational concepts of online learning and practical guidelines

‘It benefits patient care’: The value of practice-based IPE in healthcare curriculums

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