From struggle to opportunity: Reimagining medical education in a&amp;nbsp;pandemic era

Burm, Sarah; Luong, Victoria; LaDonna, Kori A; Bogie, Bryce J. M.; Cowley, Lindsay; Klasen, Jennifer M; MacLeod, Anna

doi:10.1007/s40037-022-00702-2

Cited by 5 publications

(6 citation statements)

References 44 publications

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“…This application of the SIP could be utilised by faculty and trainees to understand and reflect on their perceptions and biases. The findings provide a theoretical grounding for the interprofessional workshop going forward and echoes calls for an empathic workplace culture [ 42 ]. Medical educators could consider similar educational interventions informed by the SIP as an opportunity to expose the hidden curriculum of socialisation and professional identity development during training.…”

Section: Discussionmentioning

confidence: 93%

‘Us versus them’: A social identity perspective of internal medicine trainees

Kerins¹,

Smith²,

Tallentire³

2022

Perspect Med Educ

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Introduction Silos and group boundaries in the clinical workplace can result in interprofessional conflict which can be a source of anxiety for doctors in training. The social identity perspective (SIP) incorporates theories of social identity and self-categorisation, and may provide a useful lens to understand the socialisation and identity development of doctors. This study aimed to determine if and how the SIP may provide insight into intergroup relations as experienced by internal medicine (IM) trainees in Scotland. Methods Interprofessional communication workshops hosted as part of an IM boot camp between August 2020 and March 2021 were audio recorded and transcribed verbatim. Subsequent individual interviews with consenting trainees further explored social identity and intergroup relations. Data analysis employed template analysis and deductive independent coding with the SIP informing the initial coding template and new codes added inductively. Results Seventeen workshops, involving 100 trainees, and ten subsequent individual interviews were included. Trainees related to the social identity of an IM doctor and to stereotypes within the workplace. They described intergroup tensions resulting from a perception of differing priorities. They experienced outgroup derogation and the impact of role modelling those in their social group during their identity development. Discussion The SIP provides a useful lens to understand the social phenomena at play for IM trainees. It confirms the expectation of conflict between specialties and negative perceptions of outgroups. There is a need to consider the hidden curriculum of socialisation in the workplace during training and the influence of the learning environment on identity development.

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Section: Discussionmentioning

confidence: 93%

‘Us versus them’: A social identity perspective of internal medicine trainees

Kerins¹,

Smith²,

Tallentire³

2022

Perspect Med Educ

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“…29,30 Medical education is no exception. Innovation in medical education is more important than ever, 12,31 and the work before us requires collaboration across institutions. The AMA adapted to the new environment and, in response to unprecedented challenges, helped the consortium maintain a community of practice focused on innovation.…”

Section: ------------------------------------------------------------...mentioning

confidence: 99%

Maintaining Community During Disruption: Lessons From the Accelerating Change in Medical Education Consortium

Elliott,

Hammoud,

Richardson

et al. 2023

Acad Med

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When the COVID-19 pandemic emerged early in 2020, the American Medical Association’s (AMA) Accelerating Change in Medical Education Consortium focused on maintaining its community of 37 medical schools and 11 graduate medical education projects along with the core substance of its work. The initial response was to cancel events and reduce the workload of consortium members, but it quickly became clear that the consortium needed additional strategies. The constituents needed resources, support, and community. The authors, along with the rest of the AMA team, learned to maximize the benefits and minimize the drawbacks of operating virtually. These insights supported the continuation, and even expansion, of the consortium’s innovations despite extremely stressful circumstances. In this Scholarly Perspective, the authors outline the actions that they and the AMA team took in 2020 and 2021 at the beginning of the pandemic and as that crisis progressed and was further intensified by the significant distress reflected in the protests after the murder of George Floyd. The goal of these actions was to maintain the consortium’s core substance, innovation, momentum, and sense of community. The authors describe lessons learned in 2020 and 2021 via a novel model developed to facilitate ongoing collaboration and respond rapidly to the needs of overwhelmed medical educators. This model is composed of 4 phases: assessing needs, mining experts, convening people, and generating products. This model for leveraging a community of practice can help educators optimize collaboration, whether educators are pursuing innovation in the training of physicians or other health care professionals and whether in times of extreme stress or stability, the model provides a pathway for maintaining community. The prepandemic way of working will not return. Virtual participation and collaboration will remain a part of work and daily life for the foreseeable future and beyond.

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“…9,[20][21][22][23] The pandemic is serving as a living laboratory, forcing the medical education community to experiment with reconfigured personal and professional boundaries. Although discussions about the transformational effects of COVID-19 on professional values and wellness are gaining traction within the medical education community, 9,[23][24][25][26][27][28][29] it is unclear whether the COVID-19 pandemic will be a blip of disruption or an event of global transformation. Amidst competing narratives calling for either a 'return to normality' or for a 'new normal', our purpose was to examine this liminal space.…”

Section: Introductionmentioning

confidence: 99%

A phenomenological exploration of the impact of COVID‐19 on the medical education community

et al. 2022

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Introduction The COVID‐19 pandemic has caused unprecedented stress to the medical education community, potentially worsening problems like burnout and work‐life imbalance that its members have long been grappling with. However, the collective struggle sparked by the pandemic could generate the critical reflection necessary for transforming professional values and practices for the better. In this hermeneutic phenomenological study, we explore how the community is adapting—and even reconceptualising —their personal and professional roles amidst the COVID‐19 crisis. Method Between April and October 2020, we conducted 27 (17F, 10M) semi‐structured interviews with medical trainees (8), physicians (8), graduate students (3) and PhD scientists (8) working in medical education in Canada, the United States and Switzerland. Data analysis involved a variety of strategies, including coding for van Manen's four lifeworld existentials, reflexive writing and multiple team meetings. Results Participants experienced grief related to the loss of long‐established personal and professional structures and boundaries, relationships and plans for the future. However, experiences of grief were often conflicting. Some participants also experienced moments of relief , perceiving some losses as metaphorical permissions slips to slow down and focus on their well‐being. In turn, many reflected on the opportunity they were being offered to re‐imagine the nature of their work. Discussion Participants' experiences with grief, relief and opportunity resonate with Ratcliffe's account of grief as a process of relearning the world after a significant loss. The dismantling of prior life structures and possibilities incited in participants critical reflection on the nature of the medical education community's professional practices. Participants demonstrated their desire for more flexibility and autonomy in the workplace and a re‐adjustment of the values and expectations inherent to their profession. On both individual and systems levels, the community must ensure that long‐standing calls for wellness and work‐life integration are realised—and persist—after the pandemic is over.

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From struggle to opportunity: Reimagining medical education in a pandemic era

Cited by 5 publications

References 44 publications

‘Us versus them’: A social identity perspective of internal medicine trainees

‘Us versus them’: A social identity perspective of internal medicine trainees

Maintaining Community During Disruption: Lessons From the Accelerating Change in Medical Education Consortium

A phenomenological exploration of the impact of COVID‐19 on the medical education community

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