From bedside to webside: A neurological clinical teaching experience

Tsang, Anderson Chun On; Lee, Pamela Pui‐wah; Chen, Julie Yun; Leung, Gilberto Ka Kit

doi:10.1111/medu.14175

Cited by 25 publications

(33 citation statements)

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“…However, unlike primary or secondary education, delayed graduation from medical schools can result in disastrous outcomes during the COVID‐19 pandemic 4,5 . While lectures can be easily delivered online, surgical skills training, which requires a high level of teacher–student interaction, may not be easily demonstrated by pre‐recorded videos 6,7 . The Centre for Education and Training at the Department of Surgery, HKU has developed a new web‐based interactive surgical training session to overcome this problem.…”

Section: Discussionmentioning

confidence: 99%

Distant surgical teaching during COVID‐19 ‐ A pilot study on final year medical students

Chu

2020

Surgical Practice

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Introduction Due to the COVID‐19 outbreak, all on‐site undergraduate medical teaching activities in Hong Kong have been suspended. A new web‐based surgical skills learning (WSSL) for basic surgical skills training that were normally taught face‐to‐face was developed. Methodology Basic surgical skills were taught with normal face‐to‐face tutorial to 30 final year medical students prior to the outbreak. The same group of students were invited to join the online WSSL using Zoom. Evaluation of WSSL was performed by a standardized questionnaire. Results Thirty final year medical students (16 female, 14 male students) were recruited into the study. Median age was 23 (range 22‐24). Most of them believed that WSSL is easy to follow. When compared to face‐to‐face teaching. Most students (N = 22, 73.4%) felt that WSSL was just as difficult/easy as conventional teaching for learning instrumental knots. Students were asked to evaluate WSSL by using a Likert scale of 1 to 10 (with 10 being highly recommended). Twelve (40%) students highly recommended WSSL (Score 9 to 10), 15 students (50%) slightly recommended WSSL (Score 6‐8). Conclusion Web‐based surgical skills learning is a feasible alternative for face‐to‐face surgical skills teaching.

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Section: Discussionmentioning

confidence: 99%

Distant surgical teaching during COVID‐19 ‐ A pilot study on final year medical students

Chu

2020

Surgical Practice

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“… 15 Some medical schools have even been able to use real-time videoconferencing to simulate morning report, bedside teaching, and modified patient encounters. 17 – 19 One program developed a curriculum that, through supplemental virtual chart review requirements and virtual case presentations to faculty, resulted in students and faculty having increased opportunities for practice of clinical reasoning skills and one-on-one teaching time. 16 It is unlikely that any remote form of education will replace the multifaceted education provided by in-person clerkships.…”

Section: Discussionmentioning

confidence: 99%

“…Although there are models that use technology to individually recreate morning report, bedside teaching, and modified patient encounters, we are not aware of any published literature or MedEdPORTAL curricula that describes changes made to a core inpatient internal medicine (IM) clerkship using technology to virtually simulate hospital rounds in the setting of COVID-19. 17 – 19 …”

Section: Introductionmentioning

confidence: 99%

Designing and Implementing a Novel Virtual Rounds Curriculum for Medical Students' Internal Medicine Clerkship During the COVID-19 Pandemic

et al. 2021

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Introduction During the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal medicine (IM) clerkship that would be compromised if students learned solely from online didactics, case studies, and simulations (i.e., prerounding, oral presentations, diagnostic reasoning, and medical management discussions). Using these guiding principles, we created a virtual rounds (VR) curriculum to provide IM clerkship students with clinical exposure during a virtual learning period. Methods Held three times a week for 2 weeks, VR consisted of three curricular components. First, clerkship students prerounded on an assigned hospitalized patient by remotely accessing the electronic health record and calling into hospital rounds. Second, each student prepared an oral presentation on their assigned patient. Third, using videoconferencing, students delivered these oral presentations to telemedicine VR small groups consisting of three to four students and three tele-instructors. Tele-instructors then provided feedback on oral presentations and taught clinical concepts. We assessed the effectiveness of VR by anonymously surveying students and tele-instructors. Results Twenty-nine students and 34 volunteer tele-instructors participated in VR over four blocks. A majority of students felt VR improved their prerounding abilities (86%), oral presentation abilities (93%), and clinical reasoning skills (62%). All students found small group to be useful. Discussion VR allowed students to practice rounding skills in a supportive team-based setting. The lessons learned from its implementation could facilitate education during future pandemics and could also supplement in-person clerkship education.

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“…Computer vision and machine learning algorithms also enable medical professionals to plan care proactively through early detection of adverse events such as falls (de Miguel et al, 2017). These technological advances confirm the need to develop more "webside" medical education (Tsang et al, 2020).…”

Section: What To Keep and What To Discardmentioning

confidence: 96%

“…Several recording options with different prerequisites for previous experience, familiarity with recording software and recording location were offered to them. Using interactive video conference technology (Tsang et al, 2020), clinical teachers also began online "bedside" tutorials (i.e. "webside") with stable patients at designated areas with increased privacy and Wi-Fi capacities.…”

Section: Arrival Of Covid-19mentioning

confidence: 99%

COVID-19 – A Covert Catalyst for Pedagogical Stocktake and Transformation: Perspectives of a Global Hub

Khong¹,

Chan²,

Tanner³

et al. 2020

MedEdPublish

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Education in Hong Kong was shifted online on an abrupt and massive scale as the city faced unprecedented disruptions, first from social unrest in 2019 and then again with the COVID-19 pandemic. Concurrent modernization initiatives since early 2019 in The University of Hong Kong's Medical Faculty (HKUMed), conferred a fortuitous head start for this rapid change. Pre-clinical and clinical teaching were restructured for online delivery through elearning solutions for didactic teaching, and new innovative approaches were developed to convert bedside to "webside" teaching. E-learning in the current circumstances provided necessary social distancing while being pedagogically sound. Students were also able to develop key communication and collaboration skills via online platforms, developing digital skills critical to their future profession. However, unforeseen issues including socioeconomic inequality, privacy concerns, and social isolation became apparent and should be addressed as medical education progresses further down the digital path. The goal must entail a sustainable and scholarly approach towards optimizing medical education in an increasingly online environment. This will help safeguard the medical curriculum against disruption and empower future medical professionals for tomorrow's practice. Here, we share experiences and perspectives from educators in a global city characterised by land scarcity and income inequality.

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From bedside to webside: A neurological clinical teaching experience

Abstract: With this issue we begin print publishing the responses received in our call for Medical Education Adaptations: Lessons learned from educators' experiences rapidly transforming practice on account of COVID‐19 related disruption.

Cited by 25 publications

References 0 publications

Distant surgical teaching during COVID‐19 ‐ A pilot study on final year medical students

Distant surgical teaching during COVID‐19 ‐ A pilot study on final year medical students

Designing and Implementing a Novel Virtual Rounds Curriculum for Medical Students' Internal Medicine Clerkship During the COVID-19 Pandemic

COVID-19 – A Covert Catalyst for Pedagogical Stocktake and Transformation: Perspectives of a Global Hub

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