GME on the Frontlines—Health Impacts of COVID-19 Across ACGME-Accredited Programs

Byrne, Lauren M.; Holmboe, Eric S.; Kirk, Lynne M.; Nasca, Thomas J.

doi:10.4300/jgme-d-20-01539.1

Cited by 13 publications

(17 citation statements)

References 3 publications

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“…Academic health centers are on the frontlines of the pandemic, the health effects on learners were and continue to be significant even with the best efforts by programs and institutions to maintain the safety of residents. The experience from the initial stages will be helpful in following up and gathering important lessons during and after the pandemic (Byrne et al 2021).…”

Section: Discussionmentioning

confidence: 99%

“…Because Covid's disruption to postgraduate medical education and clinical training, first we should acknowledge the professionalism demonstrated residents during one of the worst health care crises in history (Byrne et al 2021). Then, we should advance educational reform (Goldhamer et al 2020), including self-care and well-being of health care professionals as a fundamental professional competence and as an elemental human right.…”

Section: Discussionmentioning

confidence: 99%

“…The Accreditation Council for Graduate Medical Education (ACGME) has recognized clinician wellbeing as a major challenge in health care and stressed the importance of resident and faculty safety and well-being, with an emphasis on psychological safety (Byrne et al 2021). As Schwartz et al (2020) had underscored, not only safety and wellbeing, but also residents' mental health are at the epicenter of the COVID-19 Pandemic.…”

Section: Introductionmentioning

confidence: 99%

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Selfcare and Wellbeing as Professional Competence in the Covid19 Pandemic: Residents´ Wellbeing Program

Cordero-Díaz¹,

Arce²,

Rivas³

et al. 2021

International Conference on Education

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International studies have reported that quality in patient care and safety, as well as the personal well-being of resident doctors, may suffer a detriment if a highly demanding or hostile clinical training environment is present. The objective of the Professionalism and Wellbeing Program for Medical Residents implemented by a university in northern Mexico is to integrate strategies for the development of wellbeing as a professional competence, and to contribute to strengthening clinical training environments, with the intention of improving personal selfcare, wellbeing, and patient care. The program was implemented with the 290 medical residents of the 17 specialty programs from March 2019 and, additionally, an hybrid model was implemented due to the COVID-19 pandemic from April 2020 to date. In February 2019 and 2020, medical residents participated in the induction sessions of the Professionalism and Wellbeing Program and at least in 3 sessions through the semester, in 2019 face-to-face and in 2020 virtually. The chiefs and co-chiefs of residents were trained in a Workshop so they could help other residents in adverse situations. Among the virtual strategies, we implemented an online website, an electronic form for residents´ wellbeing and mentoring follow-up, individual virtual counseling and Balint groups in Zoom. From April 2020 to February 2021, 220 residents registered online their wellbeing follow-up. The topics of greatest interest for discussion selected by the participants (n= 51) in the Balint group sessions were: emotional well-being in health professionals (94.1%) and burnout syndrome (94.1%). These initiatives aim to strengthen the training processes of education, professionalism, and humanism, with the residents as an expression of the social responsibility of the profession to contribute to selfcare, wellbeing, and patient’s care. Keywords: higher education, educational innovation, hybrid postgraduate medical education, residents’ wellbeing, COVID-19

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Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Selfcare and Wellbeing as Professional Competence in the Covid19 Pandemic: Residents´ Wellbeing Program

Cordero-Díaz¹,

Arce²,

Rivas³

et al. 2021

International Conference on Education

View full text Add to dashboard Cite

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“…Finally, to underscore that social responsibility is part of the medical and health sciences mission. Byrne et al (2021) emphasized that the Accreditation Council for Graduate Medical Education (ACGME) has recognized clinician well-being as a major challenge in health care and stressed the importance of resident and faculty safety and well-being. As the pandemic spread, of significant concern to the ACGME is the threat to the safety and well-being of residents and faculty in the context of the entire health care workforce (Accreditation Council for Graduate Medical Education, 2020).…”

Section: Challenges For Postgraduate Medical Educationmentioning

confidence: 99%

“…These well-being concerns continue to be compounded by the threat to physical safety occurring on the frontlines. To adapt to the new environment, the ACGME issued directives to the graduate medical education (GME) community and emphasized the need for personal protective equipment (PPE), calling on national leaders to ensure the entire health care workforce has sufficient access to appropriate PPE (Byrne et al 2021). The responsibility and responsiveness of educational institutions to address these challenges and their impact on educational results, resident and fellow physicians well-being, and patient care are essential in the current pandemic (American Medical Association, 2020).…”

Section: Challenges For Postgraduate Medical Educationmentioning

confidence: 99%

Academic Continuity of Clinical Training in Postgraduate Medical Education Amid the Pandemic

Jiménez¹,

Rivas²,

Arce³

et al. 2021

International Conference on Education

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The pandemic has posed many challenges for the academic continuity of clinical training. The social responsibility of universities and the professionalism of physicians inspired residents on taking the leadership in the front line of COVID-19. Their direct involvement in patient care required the establishment of protocols to offer mentoring and support services for self-care and mental health strategies to prevent burnout. The objective of this study was to describe the design and implementation of a comprehensive strategy to transform the Multicentric Program of postgraduate medical education in northern Mexico to continue academic and clinical training activities amid the pandemic. The participants in this study include six training centers which represent 290 physicians in 17 medical specialties programs. The results of the designed strategy focus on three specific activities: 1) offering formal curricular elements through online platforms and mobile devices, 2) adaptative clinical training for the residents participating directly in SARS-Cov2 patient care, and 3) specific training on COVID-19 for all participants on patient safety protocols and use of protective equipment. All 17 programs achieved academic continuity by the use of digital platforms. The protection and safety of the educational community were privileged with the purpose of training by providing residents specific safety training on COVID-19, personal protection equipment, periodical PCR testing and by the vaccination strategy. The responsibility and responsiveness of educational institutions to address the challenges to continue the clinical training during the health crisis will significantly affect the educational results and preparedness of the next generation of health professionals. The commitment of universities should be beyond academic continuity or sharing content online, it should address as well self-care and wellbeing strategies that could provide graduates with the skills that are essential to thrive in the current pandemic. Keywords: higher education, educational innovation, postgraduate medical education, residents’ education, COVID-19

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Medical Knowledge Acquisition during a Pandemic: Pediatric Subspecialty in-Training Examination and Board Certification Exam Passing Rate

Ngo

Yanek

Caglar

et al. 2024

Academic Pediatrics

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GME on the Frontlines—Health Impacts of COVID-19 Across ACGME-Accredited Programs

Abstract: Editor's Note: The ACGME News and Views section of JGME includes data reports, updates, and perspectives from the ACGME and its Review Committees. The decision to publish the article is made by the ACGME.

Cited by 13 publications

References 3 publications

Selfcare and Wellbeing as Professional Competence in the Covid19 Pandemic: Residents´ Wellbeing Program

Selfcare and Wellbeing as Professional Competence in the Covid19 Pandemic: Residents´ Wellbeing Program

Academic Continuity of Clinical Training in Postgraduate Medical Education Amid the Pandemic

Medical Knowledge Acquisition during a Pandemic: Pediatric Subspecialty in-Training Examination and Board Certification Exam Passing Rate

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