Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities

Triemstra, Justin; Haas, Mary Rose Calderone; Bhavsar-Burke, Indira; Gottlieb-Smith, Rachel; Wolff, Margaret; Shelgikar, Anita Valanju; Samala, Renato V.; Ruff, Allison; Kuo, Kevin; Tam, Marty; Gupta, Amit; Stojan, Jennifer; Gruppen, Larry D.; Ellinas, Herodotos

doi:10.1097/acm.0000000000004013

Cited by 24 publications

(20 citation statements)

References 34 publications

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“…Most students learned about telehealth which was utilized widely at the beginning of the pandemic but was not taught widely to medical students before the pandemic [ 24 ]. Disadvantages to student involvement in clinical rotations were noted such as adding to faculty stress and a poorer quality of education due to low patient census and inability to engage fully as a medical student due to pandemic restrictions [ 25 ].…”

Section: Advantages and Disadvantages Of Being A Student During The P...mentioning

confidence: 99%

Becoming a Doctor During a Pandemic: Impact on Medical Student Social Identity Formation

et al. 2022

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The COVID-19 pandemic required modifications to undergraduate medical education that likely affected medical students’ social identity formation (SIF). SIF is shaped by experiences throughout the medical education continuum. This commentary explores factors potentially affecting medical student SIF during the COVID-19 pandemic focusing on students’ perceptions of being part of the healthcare team, their role in medicine, and their engagement during the pandemic. Based on such considerations, we propose that educators should aim to design effective learning environments to support a full educational experience that encompasses acquiring medical knowledge and building strong social identities even during a pandemic.

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Section: Advantages and Disadvantages Of Being A Student During The P...mentioning

confidence: 99%

Becoming a Doctor During a Pandemic: Impact on Medical Student Social Identity Formation

et al. 2022

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“…Kanados tyrėjai GPT kontekste nustatė religinių (katalikybės) nuostatų svarbą, ypač aktyviai pasireiškiančių paliatyviosios medicinos srityje [19]. Pastaruoju metu pagausėjo tyrimų, aiškinančių pandemijos poveikį GPT, ypač elgsenai ir savijautai [20][21][22][23][24]. Tyrimas JAV atskleidė, kad net 70 proc.…”

Section: Tyrimo Rezultataiunclassified

Gydytojo Profesinės Tapatybės Vaidmuo, Optimizuojant Terapinę Veiklą

Šeduikienė

2022

Health Sciences

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Tyrimo tikslas – aptarti prielaidą, kad nuolat tobulinant gydytojo profesinę tapatybę (GPT) ir atsižvelgiant į psichologinius tipus, galima daugeliu aspektų pagerinti gydytojų terapinę veiklą. Tyrimo medžiaga ir metodai: PubMed ir Google Scolar duomenų bazėse pagal raktažodžius rastų mokslo publikacijų nagrinėjimas, temų grupavimas, interpretavimas ir apibendrinimas. Rezultatai. Apžvelgti tyrimai atskleidė, kad nuolat atnaujinama GPT optimizuoja terapinę veiklą ir gerina darbuotojų darbinę situaciją, kuri dėl sparčiai kintančių ir dažnai nepalankių sąlygų ėmė kelti sunkiai įveikiamus iššūkius. Kintantis darbo pobūdis ženkliai koreguoja GPT turinį, reikalinga tobulesnė darbo reguliavimo strategija, kuri galėtų apsaugoti gydytojus ne tik nuo nerimo, stresinių būsenų, perdegimų ar depresijos, ypač jaunesniame amžiuje, bet ir nuo profesinės tapatybės praradimo. Reagavimas tinkamu laiku į pokyčius, nuolatinis profesinis tobulėjimas ir adekvačios GPT išlaikymas daugeliu atžvilgių gali pagerinti savijautą bei terapinę veiklą. Gydytojų veiklos sėkmę galima pagerinti atsižvelgus į psichologinius tipus, nes jiems atitinkant asmenybės prigimtį, gydymo padaliniuose kuriasi tinkamesnė bendravimo atmosfera, gerėja psichosocialinis klimatas bei savijauta. Atlikta analizė parodė, kad norint išlaikyti kuo pozityvesnį požiūrį į gydytojo darbą sparčiai kintančiomis sąlygomis ir ypač, esant pandeminei situacijai, kartu su kompetencijos kėlimu pravartu nuolat stiprinti GPT ir atsižvelgti į psichologinį tipą, profesionalumo siekimą laikant svarbiausiu gydytojo savikūros tikslu.

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“…This led to implementation of new online learning platforms and courses being remodelled to online formats, whilst also whetting the appetite of learners to the untapped benefits of online learning, helping change attitude and culture. 10 …”

Section: Introductionmentioning

confidence: 99%

Online learning in proton radiation therapy: the future in the post-Covid-19 pandemic era?

et al. 2021

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Objective: The Covid-19 pandemic placed unprecedented strain on medical education and led to a vast increase in online learning. Subsequently, the XXXX International Proton School moved from face-to-face to online. Delegate feedback and current literature were studied to determine benefits, challenges, and potential solutions, for online proton therapy education. Methods: The course was converted to a six-week online course with twice weekly two-hour sessions. Feedback was studied pre, during, and post course regarding demographics, learning objectives, proton therapy knowledge, ease of engagement, technical difficulties, and course format. Statistical analyses were performed for proton therapy knowledge pre and post course. Results: An increase in delegate attendance was seen with increased international and multidisciplinary diversity. Learner objectives included treatment planning, clinical applications, physics, and centre development. Average learner reported scores of confidence in proton therapy knowledge improved significantly from 3, some knowledge, to 4, adequate knowledge after the course (p<0.0001). There were minimal reported difficulties using the online platform, good reported learner engagement, and shorter twice weekly sessions were reported conducive for learning. Recordings for asynchronous learning addressed time zone difficulties. Conclusions: The obligatory switch to online platforms has catalysed a paradigm shift towards online learning with delegates reporting educational benefit. We propose solutions to challenges of international online education, and a pedagogical model for online proton therapy education. Advances in knowledge: Online education is an effective method to teach proton therapy to international audiences. The future of proton education includes a hybrid of online and practical face-to-face learning depending on the level of cognitive skill required.

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Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities

Cited by 24 publications

References 34 publications

Becoming a Doctor During a Pandemic: Impact on Medical Student Social Identity Formation

Becoming a Doctor During a Pandemic: Impact on Medical Student Social Identity Formation

Gydytojo Profesinės Tapatybės Vaidmuo, Optimizuojant Terapinę Veiklą

Online learning in proton radiation therapy: the future in the post-Covid-19 pandemic era?

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