A Shift in Medical Education During the COVID-19 Pandemic

Nentin, Farida; Gabbur, Nagaraj; Katz, Alvin

doi:10.1007/978-3-030-63761-3_43

Cited by 3 publications

(3 citation statements)

References 52 publications

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“…The impact of the pandemic on medical education was unparalleled and poorly understood[ 1 ]. While a few medical students were called to help supplement overwhelmed physician staff [ 6 ], most underwent reductions in clinical experiences to limit unnecessary exposures [ 2 ]. The last year of medical school normally allows a final opportunity to develop skills, attitudes, and behaviors necessary for the transition to residency.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 related disruptions to medical education and perceived clinical capability of new resident physicians: a nationwide study of over 1200 first-year residents

Guldner¹,

Wells²,

Ayutyanont³

et al. 2022

Medical Education Online

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The COVID-19 pandemic transformed the final year of undergraduate medical education for thousands of medical students across the globe. Out of concern for spreading SARS-CoV-2 and conserving personal protective equipment, many students experienced declines in bedside clinical exposures. The perceived competency of this class within the context of the pandemic is unclear. We designed and distributed a survey to measure the degree to which recent medical school graduates from the USA felt clinically prepared on 13 core clinical skills. Of the 1283 graduates who matched at HCA Healthcare facilities, 90% (1156) completed the survey. In this national survey, most participants felt they were competent in their clinical skills. However, approximately one out of four soon-to-be residents felt they were clinically below where they should be with regard to calling consultations, performing procedures, and performing pelvic and rectal exams. One in five felt they were below where they should be with regard to safely transitioning care. These perceived deficits in important skill sets suggest the need for evaluation and revised educational approaches in these areas, especially when traditional in-person practical skills teaching and practice are disrupted.

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Section: Discussionmentioning

confidence: 99%

COVID-19 related disruptions to medical education and perceived clinical capability of new resident physicians: a nationwide study of over 1200 first-year residents

Guldner¹,

Wells²,

Ayutyanont³

et al. 2022

Medical Education Online

View full text Add to dashboard Cite

show abstract

“…Before the pandemic, nursing faculty members used more of the teacher-directed and controlled in-person teaching, with some student-directed non-traditional case studies, podcasts, concept mappings, discussion boards and game-based learning [58]. The impact of the COVID-19 outbreaks on the educational sector led to uncertainties and frantic efforts to shift to virtual learning within a short period of time [59]. These resulted in unprecedented challenges, especially for undergraduate nursing education, which had been rooted mostly in the traditional mode of classroom teaching and where students' in-person clinical rotations were forced to stop [60].…”

Section: Nursing Programsmentioning

confidence: 99%

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

et al. 2022

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As traditional education transitioned from face-to-face interactions to virtual learning during the COVID-19 pandemic, faculty and staff in dental hygiene, nursing, and exercise science programs placed students at the center of every educational decision and promoted stability in learning with their commitments to excellence in teaching and the delivery of content using educational and communication technology. This experiential narrative review explains how faculty members and administrators addressed online education with technology specific to health professions and how universities managed to assist students with innovative services for mental health. It also provides an insight into how degree-specific academic personnel embraced technology-based hands-on activities in community health clinics and clinical laboratories, with sustainable and impactful lessons in equity, affordability, and transformative education. Finally, health administrators gather their top-10 leadership recommendations to continue moving forward during the pandemic and present a unique self-reflection on the process of caring considerations required for a successful experience for faculty members, staff, and students.

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“…As a result of the recent COVID-19 pandemic, strict social distancing rules have been enacted (Hambali et al, 2022;Pang et al, 2022), and clinical bedside teaching for psychiatry has been thrown into disarray as it is currently prohibited in the majority of medical schools. Under these difficult conditions, there is merit in attempting alternative methods to replace bedside instruction in psychopathology, diagnostic criteria, and case formulation learning (Nentin et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Shakespeare as a vehicle for empathy and diagnostic skills training in undergraduate medical students in their psychiatry posting

2023

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Psychiatry undergraduate training has been significantly curtailed by the advent of the COVID-19 pandemic. This article examines the use of Shakespeare’s Hamlet, especially via the characters of Hamlet and Ophelia, to impart two core skills in psychiatry, namely diagnostic abilities and empathy. Medical students undergoing the psychiatry posting watched Kenneth Branagh’s Hamlet online, focusing on identifying psychopathology, forming diagnoses, identifying countertransferences, and developing empathy through acting out close passages. Students were able to identify the features of bipolar disorder in Hamlet, correlating his behavior with separate depressive and manic episodes. They were also able to appreciate the unique quality of dissociation in Ophelia, especially in Act 4 of Hamlet, and recognize it as a manifestation of post-traumatic stress disorder. Through acting out closed passages, students were also able to feel empathy by putting themselves into the shoes of Hamlet and Ophelia. Such a pedagogical approach has additional unexpected utility in view of the COVID-19 pandemic, which has significantly curtailed face-to-face medical education, leading to alternative online methods such as movies and Shakespearean plays in psychiatry education. In conclusion, though online methods cannot fully supplant face-to-face patient contact, they can be crucial tools in times of necessity and allow students to engage in interdisciplinary education, marrying the arts and the humanities.

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A Shift in Medical Education During the COVID-19 Pandemic

Cited by 3 publications

References 52 publications

COVID-19 related disruptions to medical education and perceived clinical capability of new resident physicians: a nationwide study of over 1200 first-year residents

COVID-19 related disruptions to medical education and perceived clinical capability of new resident physicians: a nationwide study of over 1200 first-year residents

What’s in Your Culture? Embracing Stability and the New Digital Age in Moving Colleges of Health Professions Virtually during the COVID-19 Pandemic: An Experiential Narrative Review

Shakespeare as a vehicle for empathy and diagnostic skills training in undergraduate medical students in their psychiatry posting

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