Virtual elective placements for medical students during COVID‐19

Addis, Bridget; Dean, Kimberley; Setterfield, Madeline; Nott, Shannon; Hunter, Amanda; Webster, Emma

doi:10.1111/medu.14772

Cited by 4 publications

(3 citation statements)

References 2 publications

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“…However, this was dealt with by ensuring all students and faculty were given funds to enable them to subscribe to stronger internet than that at the institution which may be slowed down due to many users. These findings are similar to those of Storz 2022 where the COVID-19 environment changed the IEs learning programs implementation approaches, and virtual electives [ 25 ] are one of the approaches that have gained momentum.…”

Section: Discussionsupporting

confidence: 85%

Experiences of faculty and students regarding a locally developed framework for implementing interprofessional education during international electives in Sub-Saharan Africa

Nawagi,

Munabi,

Vyt

et al. 2023

BMC Med Educ

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Background Given that there are hardly any comprehensive frameworks to guide institutions on approaches to use as they implement interprofessional education and collaborative practice during international electives, we developed and piloted a framework to address this gap. The purpose of this study, therefore, was to explore the experiences of faculty and students regarding the use of the developed interprofessional education and collaborative practice framework during international electives. Methods This was an exploratory qualitative study. The study participants included faculty and students from four health training universities in Africa who participated in the pilot of international electives guided by the framework developed. Deductive thematic analysis was used to analyze the data. The codes were categorized as per the major themes. Results The major themes regarding the framework included (1) The Strengths, (2) Weaknesses, (3) Opportunities, and (4) Threats. All participants perceived the framework as useful and appropriate to enable the acquisition of interprofessional education and collaborative practice skills objectives set. The framework’s duration of the elective was seen as a weakness with the need for an increment in the duration. The opportunities the framework presented included: acting as a starting point to structure and implement interprofessional education across various training institutions in Africa, advancing research, and networking opportunities to share the best practices. The main threat included siloed training where the current training curriculum of the students does not have opportunities that allow the students to study with, from, and about each other. Conclusions The framework developed to guide the implementation of interprofessional education and collaborative practice during international electives is feasible and enabled students to achieve the interprofessional education and collaborative practice objectives set while appreciating the transcultural similarities and differences in another country.

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Section: Discussionsupporting

confidence: 85%

Experiences of faculty and students regarding a locally developed framework for implementing interprofessional education during international electives in Sub-Saharan Africa

Nawagi,

Munabi,

Vyt

et al. 2023

BMC Med Educ

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show abstract

“…In addition, the immediacy of personal interactions was also missed as mentors were not able to see first-hand the practical approaches the students were taking e.g., handling materials and seeing in close detail any practical work carried out. Similarly, limited opportunities for practical or procedural skills, and the need to carry out observations virtually, were noted by medical students in a study by Addis, Dean, Setterfield, Nott, Hunter and Webster (2022).…”

Section: The Wider Contextmentioning

confidence: 89%

role of virtual placements in promoting self-regulated learning

Thompson

Dale

2022

JPAAP

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In response to the Covid-19 pandemic, universities had to shift much of their teaching online. This presented a particular challenge for work placements, which are inherently practical. This qualitative case study presents the outcomes of an evaluation of student, teacher and placement provider experiences of a virtual placement in textile conservation. A model of self-regulated learning used in clinical education was used as a lens through which to make sense of stakeholder experiences, in terms of supporting preparation for the workplace and setting of learning goals, facilitation of appropriate learning strategies, feedback from different stakeholders, and the need to support reflection on learning. Lessons learned include the need for earlier conversations between stakeholders to clarify their roles and support the successful attainment of learning goals, provide critical as well as motivational feedback, facilitate opportunities for peer interactions, use of a limited set of learning technology platforms in consistent ways, and formalising a mid-point check in with all stakeholders. While higher education in the UK has largely reverted to face-to-face learning, the benefits of virtual placements are highlighted. In the ever-changing landscape of higher education, a framework for supporting virtual placements has been offered.

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“…The Henry Walton Prize, awarded to the most downloaded Really Good Stuff article from the preceding year: Bridget Addis, Kimberley Dean, Madeline Setterfield (University of Sydney, Australia) , Amanda Hunter, Shannon Nott (Western New South Wales Local Health District, Australia) and Emma Webster (University of Sydney School of Rural Health, Australia) for their article entitled ‘ Virtual elective placements for medical students during COVID‐19 ’ 4 …”

mentioning

confidence: 99%