How to One Up a Pandemic

Topor, Lauren; Balser, David; Bruhnding, Paul; Dvorak, James A.; Anderson, Carly; Tanguay, Bethany; Seidel, Erica J; Tonkin, Brionn; Senk, Alexander

doi:10.1097/phm.0000000000001688

Cited by 3 publications

(3 citation statements)

References 11 publications

(19 reference statements)

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“…Finally, the virtual rotation has been completed by a relatively small number of participants to date, which limits the sample size of this study. Virtual rotations are a novel offering necessitated by the COVID-19 pandemic, and a few studies reporting on them to date have been subject to similar limitations [9][10][11]16,19,20 . However, further investigations among larger cohorts with longi-tudinal follow-up will be necessary.…”

Section: Discussionmentioning

confidence: 99%

Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

et al. 2021

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Introduction: Away rotations are a valuable experience for medical students when applying for residency. In light of the coronavirus disease 2019 pandemic, there has been significant interest in the development of virtually based substitutes. This study evaluates the utility of a formal virtual fourth-year medical student away rotation in orthopaedic surgery by surveying participants and provides recommendations for success. Methods: A 2-week virtual orthopaedic elective was offered to fourth-year medical students in lieu of traditional in-person away rotations. The course consisted of multiple components such as subspecialty case-based didactics, “happy hours” with residents, assigned resident mentors, student case presentations, and observation of resident lectures. After course completion, anonymous surveys were administered to participants to evaluate the rotation. Results: Twenty-three of 24 participating students (96%) completed the student survey, and 22 of 24 participating faculty and residents (82%) completed the resident/faculty survey. Most students were very (87%) or somewhat (9%) satisfied with their experience and found the rotation to be a very (35%) or somewhat useful (61%) substitute for an in-person rotation. Students indicated that the rotation very (91%) or somewhat positively (9%) influenced their perception of the program. All students indicated that the rotation was very educational. Most students (91%) reported that the rotation was very useful for learning about the program and culture, with subspecialty didactics and happy hours most useful. Faculty and residents indicated that the rotation was useful for getting to know the students (17% “very useful” and 83% “somewhat useful”) and for assessing student characteristics, such as knowledge base and communication skills. Conclusions: A formal virtual orthopaedic surgery away rotation can be a valuable experience for medical students which provides educational value, insight into program culture, and an opportunity to demonstrate interest in the program. The curriculum and recommendations presented in this study can be used as a preliminary template for others interested in creating successful virtual rotations.

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Section: Discussionmentioning

confidence: 99%

Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

et al. 2021

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“…The University of Minnesota implemented a synchronous virtual clerkship that spanned 4 weeks and was composed of longitudinal virtual cases, journal clubs, pre‐recorded lectures, reflective essays on disability‐focused media, and a final oral presentation. In addition, there were asynchronous materials available for case presentations and video didactics 3 . The University of Miami developed a 2‐week virtual clerkship in PM&R that incorporated inpatient, outpatient, electrodiagnostic, and musculoskeletal ultrasound experiences along with a “flipped classroom style case‐based learning.” 4 During this time, the Northwestern PM&R Department developed a 2‐week virtual inpatient‐specific clerkship.…”

Section: Introductionmentioning

confidence: 99%

“…In addition, there were asynchronous materials available for case presentations and video didactics. 3 The University of Miami developed a 2-week virtual clerkship in PM&R that incorporated inpatient, outpatient, electrodiagnostic, and musculoskeletal ultrasound experiences along with a "flipped classroom style case-based learning." 4 During this time, the Northwestern PM&R Department developed a 2-week virtual inpatient-specific clerkship.…”

Section: Introductionmentioning

confidence: 99%

Should virtual medical student clerkships in Physical Medicine & Rehabilitation continue?

Farr

Goldring

Vernacchia

et al. 2023

PM&R

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Strategies for Digital Clinical Teaching During the COVID Pandemic: A Scoping Review

Voss,

Geniets,

Winters

2023

Med.Sci.Educ.

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Widespread “lockdowns” during the COVID pandemic in 2020–2021 restricted medical students’ access to patients. We used a scoping review with exploratory thematic synthesis to examine how reports of digital clinical teaching during the first year of the COVID pandemic could inform digital clinical teaching in the post-pandemic world. We looked at strategies used and outcomes reported, lessons learned about how best to use digital methods for clinical teaching, and learning theories used. The eighty-three articles included in the final review fell into four groups. These were telehealth interventions; virtual case-based teaching; multi-modal virtual rotations; and a small group of “other” strategies. Telehealth reports indicated that COVID has probably accelerated the adoption of telehealth, and these skills will be required in future curricula. Engagement with virtual case-based teaching was problematic. Virtual rotations were particularly valued in specialties that relied on visual interpretation such as radiology and dermatology. For general clinical specialties, digital clinical teaching was not a satisfactory substitute for real clinical exposure because it lacked the complexity of usual clinical practice. Sixty-seven articles reported students’ reactions only, and 16 articles reported a change in knowledge or skills. Demands on instructors were considerable. Few studies were theorized and none tested theory, which limited their transferability. While telehealth teaching may be a valuable addition to some curricula, digital clinical teaching is unlikely substantially to replace exposure to real patients outside of specialties that rely on visual interpretation. High demands on instructors suggest little potential for new, scalable digital clinical offerings after COVID.

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How to One Up a Pandemic

Cited by 3 publications

References 11 publications

Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

Implementation and Evaluation of a Formal Virtual Medical Student Away Rotation in Orthopaedic Surgery During the COVID-19 Pandemic

Should virtual medical student clerkships in Physical Medicine & Rehabilitation continue?

Strategies for Digital Clinical Teaching During the COVID Pandemic: A Scoping Review

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