Facing COVID-19, Jumping From In-Person Training To Virtual Learning: A Review on Educational and Clinical Activities in a Neurology Department

Zeinali, Marjan; Almasi-Doghaee, Mostafa; Haghi-Ashtiani, Bahram

doi:10.32598/bcn.11.covid19.910.2

Cited by 10 publications

(13 citation statements)

References 6 publications

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“…Sixteen papers from an array of countries described the use of online clinical case scenarios to remedy the disruption in clinical clerkships for clinical year students [ 41 , 42 , [51] , [52] , [53] , [54] , [55] , [56] , [43] , [44] , [45] , [46] , [47] , [48] , [49] , [50] ]. The University of Bergen’s radiology department [ 41 ] allowed fifth-year students to download the multiplatform image viewer on their personal computers and taught online practical skills on how to read and interpret CT examinations.…”

Section: Resultsmentioning

confidence: 99%

“…Prior EMR training and introduction to workflow, document clinical information after encountering consented patients. 1 Original article Cross-sectional; survey Wickemeyer and Yu [ 53 ] A Model for Undergraduate Medical Student Education in Otolaryngology During the Post-COVID-19 Era Otolaryngol Head Neck Surg US 2021 Clinical Univ Surg Online Clinical scen Clinial case discussions, Interactive Q&A, Lectures NA Commentary NA Zeinali et al [ 54 ] Facing COVID-19, jumping from in- person training to virtual learning: A reviewoneducational and clinical activities in a neurology department Basic Clin Neurosci IR 2020 Clinical Univ Med Online Clinical scen virtual morning reports and joint virtual educational classes NA Letter NA Zottmann et al [ 55 ] Isn't here just there without a "t" - to what extent can digital Clinical Case Discussions compensate for the absence of face-to-face teaching? GMS J Med Educ DE 2020 Clinical Univ MS Online Clinical scen Clinial case discussions NA Short report NA …”

Section: Table Charting All the Key Information For All 57 Papersmentioning

confidence: 99%

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A scoping review on adaptations of clinical education for medical students during COVID-19

Park

Shim

Lee

2021

Primary Care Diabetes

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Rapid advances in clinical education in response to the COVID-19 pandemic are taking place globally. This scoping review updated the educational strategies which could be applied by clinical educators in their practice to effectively maintain clinical attachment programs for medical students amidst public health crises. Almost all elements of clinical teaching were deliverable, whether it was online, onsite, virtual or blended, their educational effectiveness should be further examined. Increase in the number of telemedicine related publications were remarkable, and they could serve as a scalable model for future educational programs to be incorporated into the medical student curricula.

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Section: Resultsmentioning

confidence: 99%

Section: Table Charting All the Key Information For All 57 Papersmentioning

confidence: 99%

A scoping review on adaptations of clinical education for medical students during COVID-19

Park

Shim

Lee

2021

Primary Care Diabetes

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“…One respondent commented: "I would love to see our region have more access to online resources as well as the support/ training to utilize these various formats so that we can continue to embrace technology." Times of crisis can foster innovation and adaptation (Zeinali et al, 2020).…”

Section: Implications and Recommendationsmentioning

confidence: 99%

Impact of a Pandemic as a Forced Disruption in Nursing Education

2022

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The purpose of this study was to determine the impact of a pandemic as a forced disruption in nursing education to recover from and prepare for current and future disruptions. Four qualitative themes from Midwestern nursing professional development providers (n = 60) noted impacts. Recommendations for nursing professional development leaders to support staff during turbulent times include preparation for online teaching and learning, and improved communication regarding essential education. Nursing education, both academe and professional staff development, changed markedly with the corona virus (COVID-19) pandemic requiring unprecedented revisions and omissions for learners (Hassmiller, 2020;Johnson et al., 2020;Zeinali et al., 2020). Parse (2020) described this pandemic as "an…earthquake…. In every walk of life, what was is shattered, and simultaneously there was shapeshifting of the familiar. Nothing will ever be the same. The comfort of the known has been replaced with the discomfort of the not knowing what to expect" (p. 197). Institutions rapidly transferred nursing professional development (NPD) practitioners to COVID-19-related initiatives. In addition, fiscal concerns of one healthcare organization placed staff, including NPD providers, on furlough because of lost revenue from governmentmandated stay-at-home orders and cancellation of procedures and nonemergent care. Rapid changes in practice and a shortage of personal protective equipment resulted in canceling student clinical learning, pausing hiring of new staff, closing units, and halting physical interactions. COVID-19 took NPD practitioners off-guard by sudden changes in their job requirements, often moving from orienting new staff to working on COVID-19 initiatives such as personal protective equipment training, preparing staff to triage potential COVID-19 cases over the phone, and training for possible redeployment of staff to inpatient areas. BACKGROUNDLeaders at one Midwestern medical system desired to understand the impact of the COVID-19 pandemic as a forced disruption in nursing education. The primary purpose of this article is to describe the impact of a pandemic as a forced disruption in nursing education for NPD providers through results of a mixed-method survey. Second, recommendations for future or continued disruption to education for students, new graduates, orientees, and especially nurse educators in a practice-based setting are discussed.

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“…Notwithstanding, most of these efforts and research have been aimed at postgraduate students, with fewer teaching models or strategies aimed primarily at undergraduate students (8)(9)(10)(11)(12).…”

Section: Introductionmentioning

confidence: 99%

A simulated hospital: an effective teaching tool during the COVID-19 pandemic

Toro¹,

Rivera

Rodríguez³

et al. 2022

Preprint

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Background: The COVID-19 pandemic has led to the disruption of all sectors of the economy including education. According to UNESCO, over 1.37 million young people, including medical students, were affected by the lockdowns in response to COVID-19 and the subsequent closure of the education system. The main challenge for medical education has consisted in offering clerkships within a biosafety environment. The simulated hospital emerges as a teaching tool that guarantees the development of medical skills in a biosafety environment.Methods: A quasi-experimental design was conducted in a population of 5th-year medical students during their neurology clerkship. The sample comprised two similar groups. The first one received a traditional face-to-face format during 2019, whereas the second group received a mixed virtual and simulation-based clerkship in 2020. At the end of the course, all students in the pandemic group answered a Likert scale survey regarding their satisfaction with the simulated hospital. To evaluate theoretical knowledge acquisition, students of the pandemic and the non-pandemic group were required to perform a mid-term and a final examination.Results: Most of the students considered the simulated hospital a useful addition that should be incorporated into their medicine curriculum regardless of the pandemic. From the results, it is clear that students perceived that exposure to a simulated hospital facilitated their learning process (93.1%) and allowed greater interaction with the teacher compared to a face-to-face environment (77.3%). Although there was a difference in test results, it was not clinically significant.Conclusions: This study shows that a simulated hospital is a highly efficient method to acquire clinical skills in trainees with improvement in medical knowledge and satisfaction evidenced by the Likert scales and comparable results in academic evaluations. The authors experience indicates that exposure to a simulated hospital should be integrated into the curricular milestones of the medical education program regardless of the pandemic.

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Facing COVID-19, Jumping From In-Person Training To Virtual Learning: A Review on Educational and Clinical Activities in a Neurology Department

Cited by 10 publications

References 6 publications

A scoping review on adaptations of clinical education for medical students during COVID-19

A scoping review on adaptations of clinical education for medical students during COVID-19

Impact of a Pandemic as a Forced Disruption in Nursing Education

A simulated hospital: an effective teaching tool during the COVID-19 pandemic

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