Challenges and Opportunities After Hurricane Maria: University of Puerto Rico Medical Students' Perspectives

Yordan-Lopez, Nicole; Hernández-Suárez, Dagmar F.; Marrero-Ortiz, William; Marshall-Perez, Lorraine; López‐Candales, Angel

doi:10.4300/jgme-d-17-01024.1

Cited by 5 publications

(2 citation statements)

References 2 publications

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“…With learning resources for medical education increasingly available in digital or online form, the lack of electricity and internet access inhibited medical students' ability to study for licensing examinations (Quiñones-Rivera and . Further, about half of Puerto Rican medical students typically complete their residency in CONUS (Quiñones-Rivera and Rubin, 2018), but the power outages caused by Hurricane Maria prohibited many fourth-year medical students from completing residency applications, which are available exclusively through an online system (Yordan-Lopez et al, 2018).…”

Section: Effects On Students and Learning Outcomesmentioning

confidence: 99%

The Education Sector in Puerto Rico After Hurricane Maria: Predisaster Conditions, Hurricane Damage, and Themes for Recovery

Nelson¹,

Tuma²,

Marsh³

et al. 2020

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Coming just two weeks after Hurricane Irma, the storm extensively damaged local infrastructure and interrupted the provision of essential services to the people of Puerto Rico. In the aftermath, the President signed a major disaster declaration for Hurricane Maria on September 20, 2017 (DR-4339) under the Robert T. Stafford Disaster Relief and Emergency Assistance Act (Department of Homeland Security, 2016). 1 As attention turned from response to long-term recovery, Congress enacted a supplemental appropriation bill authorizing funding for rebuilding efforts. The act required the Governor of Puerto Rico, in coordination with the Federal Emergency Management Agency (FEMA), the Department of Treasury, Department of Energy, and other federal agencies having responsibility under the National Disaster Recovery Framework (NDRF) to submit within 180 days of enactment of the legislation a report to Congress that describes Puerto Rico's 12-and 24-month economic and disaster recovery plan.The plan was developed in coordination with the Federal Oversight and Management Board (FOMB) established under the Puerto Rico Oversight, Management, and Economic Stability Act, the federal interagency, and key partners from private and nongovernmental entities, using an agile process to identify recovery solutions. Under contract with FEMA, the Homeland Security Operational Analysis Center (HSOAC) provided substantial support in developing the plan by soliciting and integrating inputs from a wide variety of stakeholders and contributing analysis where needed; the center supported drafting the plan as well. The plan included an overview of damage and needs, courses of action to meet those needs, costs of the courses of action, and potential funding mechanisms for those costs.The planning effort was organized into a range of sectors (as defined in the NDRF). The purpose of this report is to describe and document work done for the Education sector, including material that was not included in the formal recovery plan due to limitations in the length of that document. While the NDRF includes education in the Health and Social Services sector, in April FEMA determined that, given the scope and centrality of the sector's future development, education would be treated as a separate sector. This report summarizes key findings from a damage and needs assessment and courses of action (COAs) designed to address Education sector needs.The report may be of interest to individuals and organizations working on the implementation of the recovery plan or other aspects of the island's recovery. It may also be of interest to those working on recovery in other regions affected by the 2017 hurricanes or others like it and those interested in broader recovery issues.This research was sponsored by FEMA and conducted within the Strategy, Policy, and Operations Program of the HSOAC federally funded research and development center (FFRDC). More information about HSOAC's contribution to planning for recovery in Puerto Rico, along with links to other reports being...

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Section: Effects On Students and Learning Outcomesmentioning

confidence: 99%

The Education Sector in Puerto Rico After Hurricane Maria: Predisaster Conditions, Hurricane Damage, and Themes for Recovery

Nelson¹,

Tuma²,

Marsh³

et al. 2020

View full text Add to dashboard Cite

show abstract

“…Yet COVID-19 was not the first disaster to temporarily upset medical education. Previous regional, national, and global disasters including outbreaks (SARS, H1/N1 influenza, and Ebola) [19][20][21] and natural (Hurricanes Katrina, Sandy, and Maria) 22 or man-made (bioterrorism and military) 23 catastrophes each revealed challenges and solutions to continuing medical education. Common challenges presented by these disasters included learning environment disruption, problem novelty, and difficulty in locating reliable sources of instruction.…”

Section: Introductionmentioning

confidence: 99%

Forming the Hematology-Oncology Collaborative Videoconferencing (CO-VID) Learning Initiative: Experiential Lessons Learned From a Novel Trainee-Led Multidisciplinary Virtual Learning Platform

Martin

Grant

Kimani

et al. 2022

JCO Oncology Practice

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PURPOSE: COVID-19 challenged medical practice and graduate medical education. Building on previous initiatives, we describe and reflect on the formative process and goals of the Hematology-Oncology Collaborative Videoconferencing Learning Initiative, a trainee-led multi-institutional virtual COVID-19 learning model. METHODS: Clinical fellows and faculty from 13 US training institutions developed consensus needs, goals, and objectives, recruited presenters, and generated a multidisciplinary COVID-19 curriculum. Weekly Zoom conferences consisted of two trainee-led instructional segments and a trainee-moderated faculty Q&A panel. Hematology-oncology training program faculty and trainees were the targeted audience. Leadership evaluations consisted of anonymized baseline and concluding mixed methods surveys. Presenter evaluations consisted of session debriefs and two structured focus groups. Conference evaluations consisted of attendance, demographics, and pre- or postmultiple-choice questions on topic learning objectives. RESULTS: In 6 weeks, the initiative produced five conferences: antivirals, anticoagulation, pulmonology, provider resilience, and resource scarcity ethics. The average attendance was 100 (range 57-185). Among attendees providing both pre- and postconference data, group-level knowledge appeared to increase: antiviral (n = 46) pre-/postcorrect 82.6%/97.8% and incorrect 10.9%/2.2%, anticoagulation (n = 60) pre-/postcorrect 75%/93.3% and incorrect 15%/6.7%, and pulmonary (n = 21) pre-/postcorrect 66.7%/95.2% and incorrect 33.3%/4.8%. Although pulmonary management comfort appeared to increase, comfort managing of antivirals and anticoagulation was unchanged. At the conclusion of the pilot, leadership trainees reported improved self-confidence organizing multi-institutional collaborations, median (interquartile range) 58.5 (50-64) compared with baseline 34 (26-39), but did not report improved confidence in other educational or leadership skills. CONCLUSION: During crisis, trainees built a multi-institutional virtual education platform for the purposes of sharing pandemic experiences and knowledge. Accomplishment of initiative goals was mixed. Lessons learned from the process and goals may improve future disaster educational initiatives.

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Teaching Note—Teaching Trauma Content Online During COVID-19: A Trauma-Informed and Culturally Responsive Pedagogy

Sherwood¹,

VanDeusen²,

Weller³

et al. 2021

Journal of Social Work Education

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Challenges and Opportunities After Hurricane Maria: University of Puerto Rico Medical Students' Perspectives

Cited by 5 publications

References 2 publications

The Education Sector in Puerto Rico After Hurricane Maria: Predisaster Conditions, Hurricane Damage, and Themes for Recovery

The Education Sector in Puerto Rico After Hurricane Maria: Predisaster Conditions, Hurricane Damage, and Themes for Recovery

Forming the Hematology-Oncology Collaborative Videoconferencing (CO-VID) Learning Initiative: Experiential Lessons Learned From a Novel Trainee-Led Multidisciplinary Virtual Learning Platform

Teaching Note—Teaching Trauma Content Online During COVID-19: A Trauma-Informed and Culturally Responsive Pedagogy

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