Our findings suggest that participating in an optional theatre module can enhance medical student well-being. Our analysis suggests the need to consider novel, humanities-based curriculum offerings in relation to personal development and well- being.
Attendance at faculty development events are often limited to those with time and interest, but all clinical teachers should have access to continuing faculty development. A multi-channel, asynchronous, digital faculty experience strategy (MAX FacDev) was used to engage busy emergency medicine (EM) teachers associated with a distributed medical education network involving ten geographically distinct teaching sites. An evidence-informed education bundle on key principles for clinical teaching was developed. The education bundle included five topics, serialized via: an infographic series posted in distributed medical education EM departments, a podcast series and a blog. The target audience included 102 faculty members and 46 residents. Within 8 months of launching MAX FacDev, there were 1508 podcast listens and 7686 pageviews. An education bundle can efficiently deliver on-demand faculty development. Amplifying key messages via multiple channels increases the reach of faculty development and reinforces the messages. Keywords Continuing professional development • Emergency medicine • Podcasts • Blogs RésuméLa participation aux activités de perfectionnement du corps professoral est souvent limitée à ceux qui ont du temps et de l'intérêt, mais tous les enseignants cliniciens devraient avoir accès au perfectionnement continu du corps professoral. Une stratégie multicanale, asynchrone et numérique de l'expérience du corps enseignant (MAX FacDev) a été utilisée pour engager des enseignants de la médecine d'urgence (MU) occupés, associés à un réseau d'éducation médicale régionalisée (EMR) impliquant 10 sites d'enseignement géographiquement distincts. Un ensemble de formation factuelle sur les principes fondamentaux de l'enseignement clinique a été élaboré. L'ensemble pédagogique comprenait cinq sujets, sérialisés via: une série d'infographie publiée dans les départements EMR et MU, une série de podcasts et un blog. Le public cible comprenait 102 membres du corps professoral et 46 résidents. Dans les 8 mois qui ont suivi le lancement de MAX FacDev, 1 508 podcasts ont été écoutés et 7 686 pages ont été consultées. Un ensemble pédagogique peut fournir efficacement la formation professorale à la demande. Accentuer les messages clés via plusieurs canaux augmente la portée du développement du corps professoral et renforce les messages.
Background: With the advent of the 2019 coronavirus pandemic, a decision was made to remove medical students from clinical rotations for their own safety. This forced students on a core emergency medicine (EM) rotation at McMaster University to immediately cease all in-person activities. An urgent need for a virtual curriculum emerged. Methods: A virtual curriculum consisting of asynchronous case-based learning on Slack, ask-me-anything webinars, and online e-modules was created to fill the need. We describe a program evaluation using the RE-AIM framework and a social networking analysis of participants. Results: Medical students (n = 23) and 11 facilitators (five residents, six faculty members) participated in this pilot study. Faculty members sent a mean (AESD) of 115 (AE117) messages (n = 6), and mean (AESD) message counts for students and residents were 49.96 (AE25; n = 23) and 39 (AE38; n = 5), respectively. A total of 62,237 words were written by the participants, with a mean of 1,831 per person. Each message consisted of a mean (AESD) of 25 words (AE29). Students rapidly acquitted themselves to digital technology. Using the RE-AIM framework we highlight the feasibility of a virtual curriculum, discuss demands on faculty time, and reflect on strategies to engage learners. Conclusions: The use of asynchronous digital curricula creates opportunities for faculty-resident interaction and engagement. We report the successful deployment of a viable model for undergraduate EM training for senior medical students in the COVID-19 era of physical distancing. T he novel coronavirus of 2019 (COVID-19) pandemic resulted in a rapid change for many medical schools; to protect students, many medical trainees (i.e., clerks) have been withdrawn from clinical rotations and asked to complete digital rotations. 1 This rapid COVID-19 transition has pushed many
ProblemPhysical distancing restrictions during the COVID-19 pandemic led to the transition from in-person to online teaching for many medical educators. This report describes the Virtual Resus Room (VRR)-a free, novel, open-access resource for running collaborative online simulations. ApproachThe lead author created the VRR in May 2020 to give learners the opportunity to rehearse their crisis resource management skills by working as a team to complete virtual tasks. The VRR uses Google Slides to link participants to the virtual environment and Zoom to link participants to each other. Students and facilitators in the emergency medicine clerkship at McMaster University used the VRR to run 2 cases between June and August 2020. Students and facilitators completed a postsession survey to assess usability and acceptability, applicability for learning or teaching, and fidelity. In addition, students took a knowledge test pre-and postsession.
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