ALiEM Connect: Large-Scale, Interactive, Virtual Residency Programming in Response to COVID-19

Rose, Christian; Haas, Mary Rose Calderone; Yılmaz, Yusuf; Alvarez, Al’ai; Mott, Sarah; Landry, Adaira; Gisondi, Michael A.; Ankel, Felix; Lin, Michelle; Chan, Teresa M.

doi:10.1097/acm.0000000000004122

Cited by 7 publications

(9 citation statements)

References 8 publications

(11 reference statements)

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“…In addition to peer-reviewed scientific publications, a variety of methods is available to communicate scientific knowledge during a pandemic, including social media, virtual conferencing, and free, open-access medical education. [10][11][12] Our study focused on the response of EM journals to a newly emerging infectious disease pandemic from the perspective of publications.…”

Section: Discussionmentioning

confidence: 99%

COVID-19 Literature Published in Emergency Medicine Journals in 2020

Lee

2022

WestJEM

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Introduction: Coronavirus disease 2019 (COVID-19)-related articles published in emergency medicine (EM) journals provide insight into the responses of EM researchers and journal editors globally to a newly emerging infectious disease. We studied trends in the number, types, and national origins of COVID-19 literature published in EM journals to investigate knowledge transmission via scientific publication during the pandemic. Methods: This was a retrospective observational study. The EM journal list was adopted from the 2019 Journal Citation Reports. We retrieved data from the SCOPUS database, limited to publication year 2020, and identified COVID-19 publications when the title, abstract, or keywords included “COVID” or “SARS.” The outcome measurements were as follows: 1) monthly COVID-19 publication numbers in EM journals; 2) the percentage of COVID-19 published literature in terms of total journal publications; 3) the countries, affiliations, and authors of COVID-19-related publications; 4) the differences in the proportions of “Articles” and “Letters” between COVID-19 and non-COVID-19 publications; and 5) the total, average, and maximum number of times cited for different types of COVID-19-related scientific literature. Results: We retrieved a total of 7,457 published papers from 31 EM journals. There were 765 (10.26%) COVID-19-related publications in 27 journals contributed by 67 countries; the first authors were from 49 countries. The monthly COVID-19 publication numbers in the categories of “Letters” and “Articles” were nearly equal before July 2020. The yearly proportions of COVID-19-focused articles and letters were 48.8% and 29.9%, respectively, while non-COVID-19 proportions were 72.1% and 9.8%, respectively. The chi-squared statistic of the differences between the numbers of articles and letters in COVID-19 and non-COVID-19 published research was significant (P < .001). Conclusion: An analysis of COVID-19 publications in EM journals indicated that, in the early stage of a newly emerging infectious disease, the number of letters and articles increased simultaneously. The proportion of COVID-19-focused letters was higher than those published on other topics. The “Article” and “Review” category of COVID-19 research was cited more times than that of “Letters.”

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Section: Discussionmentioning

confidence: 99%

COVID-19 Literature Published in Emergency Medicine Journals in 2020

Lee

2022

WestJEM

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“…A full description of each of these is beyond the scope of this paper; however, our authorship team has detailed six program evaluation frameworks that have been featured in medical education (and specifically AEM Education and Training) including: CIPP, Kirkpatrick Model, Logic Model, Realist Evaluation, RE‐AIM, and SQUIRE‐EDU. Table 3 provides a description of some of the more commonly used frameworks and sources of further information on each of them 31‐47 …”

Section: Conceptual Frameworkmentioning

confidence: 99%

“…this paper; however, our authorship team has detailed six program evaluation frameworks that have been featured in medical education (and specifically AEM Education and Training) including: CIPP, Kirkpatrick Model, Logic Model, Realist Evaluation, RE-AIM, and SQ UIRE-EDU. Table3provides a description of some of the more commonly used frameworks and sources of further information on each of them [31][32][33][34][35][36][37][38][39][40][41][42][43][44][45][46][47]. When creating the program evaluation, you may utilize frameworks to guide the data collection.…”

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confidence: 99%

Program evaluation: An educator's portal into academic scholarship

Hosseini

Yılmaz

Shah³

et al. 2022

AEM Education and Training

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Program evaluation has been referred to as an "essential responsibility" for those tasked with the oversight of medical training programs, 1 but it is striking how little of this program evaluation work is labelled as scholarly, and how rarely this work translates into academic scholarship. While what qualifies as educational scholarship has been expanded well beyond traditional peer-reviewed publications to include the scholarship of teaching, discovery, integration, and application, 2 there is still a need to engage in

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“…6,7 In a world where easy virtual access to international colleagues has spurred many global educational collaborations, the COVID-19 pandemic has provided further opportunities for such conversations 8 as well as courses, workshops and conferences. [9][10][11][12][13] With growing comfort and confidence in navigating online platforms, such events are incorporating more interactivity. 9,11,13 Yet, many virtual formats are based on 'experts' imparting knowledge and skills to participants, although increased engagement and interactivity could augment the peer learning experience.…”

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confidence: 99%

“…[9][10][11][12][13] With growing comfort and confidence in navigating online platforms, such events are incorporating more interactivity. 9,11,13 Yet, many virtual formats are based on 'experts' imparting knowledge and skills to participants, although increased engagement and interactivity could augment the peer learning experience. 14 The world café format 15 can provide a safe space to debate, explore important questions and share wisdom.…”

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confidence: 99%

Global Med Ed Café: A safe space for conversations

Dzara

Bruynell

Alexander

et al. 2022

The Clinical Teacher

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Background: Communities of practice foster knowledge sharing, scholarly collaboration, mentoring and professional identify formation. Easier access to technology overall and the desire to engage with peers during the pandemic have increased opportunities to engage in virtual global conversations. Approach:The Brigham Education Institute designed and implemented a series of six bimonthly, 1-hour 'Global Medical Education Cafés' between September 2020 and June 2021. They were offered on the Zoom platform and featured a core educational topic led by one or two discussants, followed by small group interactions surrounding specific questions or challenges. Discussants were selected based on their international reputation and recognition as health professions education scholars and leaders with expertise in specific areas. Each café was advertised through newsletters, social media, educational email lists and open to educators from any healthcare discipline or geographical region.Evaluation: Between 26 and 41 participants attended each session from 12 countries representing five continents. Content analysis of preliminary education evaluation data from chats and reflective narratives identified four key themes:(1) exciting interactive format; (2) sense of worldwide community; (3) safe space for conversations; and (4) strong moderators facilitating engaging peer conversations. Implications:The series leaders aimed to emphasise inclusive, non-hierarchical and cross-cultural conversations. Preliminary evaluation suggests that this goal was achieved; these will remain priorities in future series. Educators worldwide can organise similar events with minimal resources. A safe space for conversations and openmindedness to learning from a variety of learning and societal cultures are likely essential elements for success. | BACKGROUND Situated learning theory, described by cognitive anthropologist JeanLave and educational theorist Etienne Wenger, proposed that learning is a co-constructed process situated within specific social and physical environments. 1,2 This model emphasises learning within communities of practice (CoPs), groups of professionals with shared interests, practice or vision. 1,2 CoPs, whether formed spontaneously or purposefully, can be an important avenue for knowledge sharing, scholarly collaboration, mentoring and professional identity formation. 3 Virtual CoPs (VCoPs) refer to a group of individuals who largely communicate online through video conferencing, social media or

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ALiEM Connect: Large-Scale, Interactive, Virtual Residency Programming in Response to COVID-19

Abstract: Supplemental Digital Content is available in the text.

Cited by 7 publications

References 8 publications

COVID-19 Literature Published in Emergency Medicine Journals in 2020

COVID-19 Literature Published in Emergency Medicine Journals in 2020

Program evaluation: An educator's portal into academic scholarship

Global Med Ed Café: A safe space for conversations

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