Advancing Medical Education Through Innovations in Teaching During the COVID-19 Pandemic

Ho, Patrick A.; Girgis, Christina; Rustad, James K.; Noordsy, Douglas L.; Stern, Theodore A.

doi:10.4088/pcc.20nr02847

Cited by 20 publications

(9 citation statements)

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“…Many articles have described experiences of pivoting case based teaching online, the use of flipped classrooms, the use of personal protective equipment (PPE), didactic online lectures and simulation technology in response to the COVID-19 pandemic [8,[18][19][20]. In addition, authors have described virtual rotations delivered via online platforms [21], the development of simulated scenarios [22] and standardized patient encounters [23].…”

Section: Discussionmentioning

confidence: 99%

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

2023

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Background The COVID-19 pandemic has created unprecedented challenges for medical students and educators worldwide. Groups 1, 2 and 3 of year 3, semester 2 medical students at the Royal College of Surgeons in Ireland (n = 275) had only completed 2, 5 and 7 weeks, respectively, of their scheduled 10-week clinical medicine and surgery attachments, prior to the Irish shutdown of all in-person non-essential activities, including medical student education. Methods We developed and delivered an online case-based program, focused on history-taking skills and clinical reasoning, using simulated patients and video technologies. 12 tutorials were delivered over 6 weeks to 35 subgroups of 8 students in line with program learning outcomes. Both simulated patients (n = 36), and tutors (n = 45, from retired clinical professors to newly graduated physicians), were rapidly upskilled in Blackboard Collaborate and Microsoft Teams, and also in the provision of constructive feedback. We evaluated this newly developed program by the following three criteria: student attendance, achieved grades, and student feedback. Results Attendance at the 12 tutorials was higher amongst group 1 and 2 students (75 and 73%) by comparison with group 3 students (60%) (p = < 0.001). Of the 273 students that sat the Year 3 Semester 2 online long case assessment, 93% were successful. Despite group 1 students having the least prior clinical experience, results were similar to those of groups 2 and 3 (1st honors, 2nd honors, pass, and fail grades for group 1, 39%, 33%, 23% and 6%; group 2, 34%, 41%, 17% and 8%; group 3, 39%, 25%, 28% and 7%) (p = 0.48). An increased attendance rate at tutorials was associated with higher numbers of honors grades (p = < 0.001). Anonymous feedback from the students demonstrated considerable satisfaction with program: > 85% agreed that the online program was interactive and very educational. Conclusions Use of online video technology, tutors of varied experience, and simulated patients were demonstrated to replicate patient encounters, and to facilitate the development of clinical skills remotely during the COVID-19 pandemic.

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Section: Discussionmentioning

confidence: 99%

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

2023

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“…For psychiatry education, the narrative review from Ho et al also supported the integration of technology-enhanced learning modalities (remote teaching, virtual conferences, telemedicine). 10 However, our results suggest that the pandemic decreased clinical rotation sites for residents. Some programs have also shifted more focus from traditional didactic topics to more recent pandemic-related topics.…”

Section: Discussionmentioning

confidence: 59%

“…For prevention, Ho et al recommended the incorporation of adequate breaks, wellness check-ins, peer support, and live video feeds. 10 These tactics may encourage trainee engagement, facilitate feedback communication, and improve the education quality trainees receive.…”

Section: Discussionmentioning

confidence: 99%

Current curricular trends after the COVID-19 pandemic: A national survey of psychiatry residency programs

Jin

Smith

Helminiak

et al. 2023

Int J Psychiatry Med

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Objectives With the COVID-19 pandemic, psychiatry residencies (academic, community, and hybrid) have adopted different learning modalities to preserve a high quality of educational training. There is minimal data on specific program adaptations, related change perspectives, and program type stratification. This study aims to analyze trends in curriculum changes in accredited psychiatry residency programs in the United States. Methods Program directors of accredited general psychiatry programs in the United States were surveyed to assess both general program details and changes in educational content, delivery, and perspectives of their respective program curricula. Data was analyzed with SPSS with 0.05 significance level. Results A total of 63 program directors of 264 eligible programs were included (23.9%). We observed a dramatic shift to integrate virtual learning post-pandemic (98.5%) compared to pre-pandemic (3%). However, there was no association between these modality changes and program type [ P = 0.1343]. Furthermore, changes were noted in respect to didactic content (60%), decreased rotation sites (38%), and increased telemedicine exposure (84%) with no change of wellness days (67%) or protected time (97%) and above changes had no association with program type. Interestingly, we found the use of virtual educational platforms was described as positive (59.7%) with 9 programs noting a future transition to a hybrid learning model for didactics and grand rounds. Conclusions The findings suggest that pandemic-related curriculum adaptations infiltrated all different types of psychiatry residencies and suggest a national trend to continue virtual platform integration into psychiatry didactics. However, future investigation of virtual learning outcomes are warranted.

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“…These drawbacks have been reported before but have not been thoroughly studied in the context of undergraduate medical education and cancer research education [5,10]. Fortunately, there continues to be innovation in how medical educators are becoming more adept at delivering content through multiple formats [11,12]. Additionally, researchers are reacting and adapting to the ongoing changes brought on by the pandemic [13,14].…”

Section: Discussionmentioning

confidence: 99%

Adapting a Medical School Cancer Research Education Program to the Virtual Environment: a Mixed-Methods Study

et al. 2023

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With cancer incidence increasing worldwide, physicians with cancer research training are needed. The Scholars in Oncology-Associated Research (SOAR) cancer research education program was developed to train medical students in cancer research while exposing them to the breadth of clinical oncology. Due to the COVID-19 pandemic, SOAR transitioned from in-person in 2019 to virtual in 2020 and hybrid in 2021. This study investigates positive and negative aspects of the varying educational formats. A mixed-methods approach was used to evaluate the educational formats. Pre- and post-surveys were collected from participants to assess their understanding of cancer as a clinical and research discipline. Structured interviews were conducted across all three cohorts, and thematic analysis was used to generate themes. A total of 37 students participated in SOAR and completed surveys (2019 n = 11, 2020 n = 14, and 2021 n = 12), and 18 interviews were conducted. Understanding of oncology as a clinical ( p < 0.01 for all) and research discipline ( p < 0.01 for all) improved within all three cohorts. There was no difference between each cohort’s improvement in research understanding ( p = 0.6). There was no difference between each cohort’s understanding of oncology-related disciplines as both clinical and research disciplines ( p > 0.1 for all). Thematic analysis demonstrated that hybrid and in-person formats were favored over a completely virtual one. Our findings demonstrate that a medical student cancer research education program is effective using in-person or hybrid formats for research education, although virtual experiences may be suboptimal to learning about clinical oncology. Supplementary Information The online version contains supplementary material available at 10.1007/s13187-023-02291-y.

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Advancing Medical Education Through Innovations in Teaching During the COVID-19 Pandemic

Cited by 20 publications

References 0 publications

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

An online case-based teaching and assessment program on clinical history-taking skills and reasoning using simulated patients in response to the COVID-19 pandemic

Current curricular trends after the COVID-19 pandemic: A national survey of psychiatry residency programs

Adapting a Medical School Cancer Research Education Program to the Virtual Environment: a Mixed-Methods Study

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