In the setting of the coronavirus disease 2019 (COVID-19) pandemic, an emergency hospital-wide eWork policy was enacted at Boston Children’s Hospital on March 16, 2020. The number of clinicians on campus was restricted to only essential personnel, guidelines limited clinical care delivery to solely non-elective patients, and strict maximums were placed on the numbers of people allowed to congregate in the same physical space. With this abrupt transition to social distancing and electronic communication, the established approach to educating graduate medical trainees became obsolete overnight. Anticipating significant impact on trainee and faculty professional and personal lives, the importance of adaptive teaching strategies was evident. This document details one approach to redesigning the clinical learning system including a description of the learners and environment, the pedagogical principles that guided the approach, and technological tools used in implementation. Additionally, available literature pertinent to this topic is explored, assessment of the work to date is presented, and suggestions are provided regarding future directions related to online graduate medical education.
Date Presented 03/26/20
This project explores the impact of a service-learning pilot program, LEGO club, on OT and speech-language pathology graduate students’ self-efficacy in clinical and interpersonal collaboration skills. Students facilitated weekly LEGO club sessions with pediatric clients with and without social-skills deficits and reflected on their professional growth throughout the program.
Primary Author and Speaker: Aubrey Matthews
Additional Authors and Speakers: Amanda Worek, Andrea Fairman
Contributing Authors: Sarah Friel, Anthony Sindelar
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