Development of a Single-Institution Virtual Internal Medicine Subinternship With Near-Peer Teaching in Response to the COVID-19 Pandemic

Holmberg, Mackenzie H; Cruz, Erin Dela; Longino, August; Longino, Natalie V.; Çoruh, Başak; Merel, Susan E.

doi:10.1097/acm.0000000000004219

Cited by 8 publications

(6 citation statements)

References 8 publications

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“…Practice partners (clinicians working in practice) were involved in the course development with faculty in eight studies [29, 32, 37, 41, 44, 48, 50, 55] and students were involved in four. Three studies developed a needs assessment from student surveys [34, 43, 52].…”

Section: Resultsmentioning

confidence: 99%

Virtual Simulated Placements in Healthcare Education: A scoping review

Samson,

Gilbey,

Taylor

et al. 2023

Preprint

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IntroductionA virtual simulated placement (VSP) is a computer-generated version of a practice placement. COVID-19 drove increased adoption of virtual technology in clinical education. Accordingly, the number of VSP publications increased from 2020. This review aims to determine the scope of this literature to inform future research questions.ObjectiveAssess the range and types of evidence related to VSPs across the healthcare professions.Inclusion criteriaStudies that focussed on healthcare students participating in VSPs. Hybrid, augmented reality (AR) and mixed reality (MR) placements were excluded.MethodsFourteen databases were searched, limited to English, and dated from 1stJanuary 2020. Supplementary searches were employed, and an updated search was conducted on 9thJuly 2023. Themes were synthesised using the PAGER framework to highlight patterns, advances, gaps, evidence for practice and research recommendations.ResultsTwenty-eight papers were reviewed. All VSPs were designed in response to pandemic restrictions. Students were primarily from medicine and nursing. Few publications were from developing nations. There was limited stakeholder involvement in the VSP designs and a lack of robust research designs, consistent outcome measures, conceptual underpinnings, and immersive technologies. Despite this, promising trends for student experience, knowledge, communication, and critical thinking skills using VSPs have emerged.ConclusionThis review maps the VSP evidence across medicine, nursing, midwifery and allied health. Before a systematic review is feasible across healthcare, allied health and midwifery research require greater representation. Based on the highlighted gaps, other areas for future research are suggested.WHAT IS ALREADY KNOWN ON THIS TOPICDigital placements in undergraduate nursing and medicine have been studied in one existing systematic review, providing evidence that learning outcomes for knowledge and practice were equivalent to traditional placements.VSPs are a subset of digital placements that are computer-generated. With the increasing trend towards VSPs, an updated scoping review across a wider range of professions was justified.WHAT THIS STUDY ADDSScoping the literature on VSPs across healthcare for undergraduate and postgraduate students, provides a map across professions, specialities, countries, designs, content, and outcomes.HOW THIS STUDY MIGHT AFFECT RESEARCH, PRACTICE OR POLICYGaps in allied health and midwifery VSP research highlight populations of focus. Future VSPs should consider Interprofessional Education (IPE) and resource sharing with developing countries. The benefits of immersive technologies are yet to be considered, and improvements to VSP design and research methodology are recommended.

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Section: Resultsmentioning

confidence: 99%

Virtual Simulated Placements in Healthcare Education: A scoping review

Samson,

Gilbey,

Taylor

et al. 2023

Preprint

View full text Add to dashboard Cite

show abstract

“…Based on the results arising from this study, the concept that the online method is an efficient tool for learning purposes is shared by different authors [10][11][12] as far as new students are concerned [13]. For the sake of patient security, constraints do exist in real practice [5,6], however these are offset by the repetition of practical cases revisited digitally, which allow practitioners to make an in-depth analysis on how to implement the treatment and obtain feedback [14,15].…”

Section: Initial and Final Surveys Analysismentioning

confidence: 99%

Efficiency of Using a Simulator for Ultrasound and Laser Dose Calculation in Physiotherapy

et al. 2022

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Background: In the context of the lockdowns due to COVID-19, e-learning has become the sole tool allowing learning objectives to be achieved successfully. However, for some subjects, training aided only by this type of tool encounters much difficulty, especially because of the experimental nature of such subjects. Aim: to assess the efficiency of a simulator for estimating dose calculation of ultrasound and laser based on surveys and a written test in a group of students. Methods: Surveys conducted voluntarily and anonymously by a group of students enrolled in the subject General Procedures in Physiotherapy I of the undergraduate degree in Physiotherapy. Furthermore, an objective test containing dose calculation problems for ultrasound and laser had to be solved. Prior to the completion of the objective test, the simulator for calculating ultrasound doses was provided to half of the subjects, whilst the other half were provided with the simulator for calculating laser doses, with both of which they were allowed to practice for a whole week. Results: Out of all the students enrolled in the first year of the undergraduate degree in Physiotherapy, a total of 38 students completed the surveys and 44 took part in the test for solving dose calculation problems. The surveys showed that a substantial number of students consider the use of a simulator for learning purposes efficient. This consideration was corroborated: the response times were reduced and the quantifications were the same for ultrasound, and better for laser. Conclusions: the use of a simulator for ultrasound and laser dose calculation is welcomed by a substantial number of students, and also represents a good additional tool when learning problem resolution.

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“…In the last few years, online learning has gained traction in graduate medical education, and with the onset of the pandemic, it has become mainstream. [6][7][8][9][10][11][12] In March 2020, triggered by the pandemic, a small group of geriatrics educators across the United States built Geriatrics Fellows Learning Online And Together (Geri-a-FLOAT), 13 an educational series of virtual meetings to convene fellows nationwide to deepen their knowledge of geriatric medicine and to provide a place for networking and peer support. In spring of 2020, the first five Geria-FLOAT sessions, which were intended to serve as an added layer of education and peer support, were feasible to implement and well-received by participants.…”

Section: Introductionmentioning

confidence: 99%

Geriatrics Fellows Learning Online And Together (Geri‐a‐FLOAT): A sustainable model of learning and support

Beiting

Chippendale

Goroncy

et al. 2023

J American Geriatrics Society

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BackgroundGeriatrics Fellows Learning Online And Together (Geri‐a‐FLOAT) is a virtual curriculum designed to convene fellows nationwide for learning and peer support. This paper presents the expansion and evaluation of the program from the “Wave 1” pilot to the “Wave 2” year‐long curriculum.MethodsKern's six‐step approach to curriculum development was used to develop the Wave 2 curriculum. Participation was collected via Zoom. Post‐session web‐based surveys evaluated participant satisfaction regarding speaker, content, and overall session quality; intent‐to‐change; and a free‐response section. A one‐year follow‐up survey sent to participants with valid e‐mail addresses assessed sustained knowledge, skills, and behavior change.ResultsNineteen sessions were held with mean (SD) of 23 (13) participants per session, totaling 182 unique participants. Fifteen of 19 sessions were evaluated with 96 evaluations completed (mean [SD] 6 [4] evaluations per session). Mean (SD) ratings per session that were excellent or above average was 100% (0) for content, 99% (4) for speaker, and 99% (4) overall. Mean (SD) evaluations per session noting intent to change was 90% (14). Respondents reported helpful aspects as sharing resources and examples, perspectives and experiences of others, professional connections, and collaborative discussion. Of 127 participants with valid e‐mail addresses, 40 (response rate = 31%) completed the one‐year follow‐up survey. Mean (SD) respondents reporting some or significant sustained impact was 89% (7) across all learning outcomes.ConclusionsThis virtual, national curriculum for geriatrics fellows was well‐received and associated with high rates of self‐reported, sustained impact one‐year post curriculum. Geri‐a‐FLOAT may be a model to standardize education and build collaboration and peer support across a discipline.

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Development of a Single-Institution Virtual Internal Medicine Subinternship With Near-Peer Teaching in Response to the COVID-19 Pandemic

Abstract: Supplemental Digital Content is available in the text.

Cited by 8 publications

References 8 publications

Virtual Simulated Placements in Healthcare Education: A scoping review

Virtual Simulated Placements in Healthcare Education: A scoping review

Efficiency of Using a Simulator for Ultrasound and Laser Dose Calculation in Physiotherapy

Geriatrics Fellows Learning Online And Together (Geri‐a‐FLOAT): A sustainable model of learning and support

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