Internal Medicine Residency Training in the COVID-19 Era—Reflections From Singapore

Kee, Adrian; Archuleta, Sophia; Dan, Yock Young

doi:10.4300/jgme-d-20-00315.1

Cited by 9 publications

(8 citation statements)

References 4 publications

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“…While there is a small body of literature describing the programmatic responses 2,3 and educational adaptations [4][5][6][7] that have come about as a result of the pandemic's disruptive force, a characterization of exactly how trainees' clinical experiences have been affected is lacking. A detailed understanding of how trainees' inpatient care activities evolved during the pandemic could provide valuable practice habits feedback, allow for comparisons across training sites, focus content selection for didactic learning and self-study, and potentially help forecast similar clinical changes in the event of a subsequent wave.…”

Section: Mapping the Clinical Experience Of A New York City Residency Programmentioning

confidence: 99%

Mapping the Clinical Experience of a New York City Residency Program During the COVID‐19 Pandemic

Rhee

Pendse

Chan

et al. 2021

Journal of Hospital Medicine

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The COVID-19 pandemic has dramatically disrupted the educational experience of medical trainees. However, a detailed characterization of exactly how trainees’ clinical experiences have been affected is lacking. Here, we profile residents’ inpatient clinical experiences across the four training hospitals of NYU’s Internal Medicine Residency Program during the pandemic’s first wave. We mined ICD-10 principal diagnosis codes attributed to residents from February 1, 2020, to May 31, 2020. We translated these codes into discrete medical content areas using a newly developed “crosswalk tool.” Residents’ clinical exposure was enriched in infectious diseases (ID) and cardiovascular disease content at baseline. During the pandemic’s surge, ID became the dominant content area. Exposure to other content was dramatically reduced, with clinical diversity repopulating only toward the end of the study period. Such characterization can be leveraged to provide effective practice habits feedback, guide didactic and self-directed learning, and potentially predict competency-based outcomes for trainees in the COVID era.

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Section: Mapping the Clinical Experience Of A New York City Residency Programmentioning

confidence: 99%

Mapping the Clinical Experience of a New York City Residency Program During the COVID‐19 Pandemic

Rhee

Pendse

Chan

et al. 2021

Journal of Hospital Medicine

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“…As for teaching kinesthetic skills, several methods are in use or have been proposed. 6 For example, telemedicine could be employed to demonstrate communication and counselling skills, physical examination methods and bedside and surgical procedures; in these situations, students are expected to learn through osmosis and imbibition. 7 For the 'touch and feel skills' , students can review videotapes of practitioners obtaining patient histories and carrying out physical examinations and then demonstrate the skills with a family member, friend or colleague who could be provided with a checklist to guide the student.…”

Section: W H E R E D O W E G O F R O M H E R E ?mentioning

confidence: 99%

COVID-19 and the Clinical Phase of the Medical Doctorate Curriculum in Oman

Burney

Abdwani

Al-Hashmi

et al. 2021

Sultan Qaboos Univ Med J

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COVID-19 has gripped the world with lightning speed. Since the onset of the pandemic, activity throughout the world came to a grinding halt. However, business had to continue and people have to learn to live with the virus while the pandemic continues to rage. Medical education is no exception and may even deserve special mention, as it prepares frontline workers against the endemics of tomorrow. We discuss here the journey of medical education at the College of Medicine and Health Sciences at Sultan Qaboos University, Muscat, Oman, as the pandemic struck the world and Oman. This work suggests a roadmap for changes, discusses challenges and proposes measures to mitigate the effects of COVID-19 on medical schools. Keywords: COVID-19; Medical Education; Curriculum; Computer Simulation; Artificial Intelligence; Oman.

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“…This has left AMCs to determine how to balance increasing demands on medical services while maintaining safe learning environments that provide meaningful educational experiences. Put to task, medical educators worldwide have shared their experiences on the pandemic responses of their respective AMCs with insights primarily falling along three main axes: clinical service provision, preserving resident health, and educational continuity [6][7][8][9][10]. Moreover, an expanding body of literature on innovative educational strategies, trainee perspectives, and personal reflections of educational leaders has further enriched our understanding of the scale and nature of challenges faced by AMC's [11][12][13][14][15][16][17].…”

Section: Background and Need For Innovationmentioning

confidence: 99%

“…On the program level, there were several central issues that most programs faced: 1) balancing service and learning needs, 2) educational continuity for trainees while mitigating risk exposure, 3) addressing unique physical and mental health needs spurred by the pandemic, as described by colleagues worldwide [9,10]. Universal efforts such as joint curricular initiatives, leveraging virtual/online learning opportunities, and nimble rotation adjustments were key in maintaining educational continuity.…”

Section: Critical Reflectionmentioning

confidence: 99%

“…The primary limitation of our framework is that it does not address issues raised by health systems faced with ethical concerns of trainee deployment in the pandemic workforce, [ 2 – 5 , 15 ] as this was not relevant in our context. However, other common ethical considerations such as the significant challenges around balancing service and education demands and issues of learning continuity in pandemic conditions are the focal points of the framework presented [ 9 , 10 , 13 , 14 ]. The inability to assess the impact of these interventions on resident performance also presents a challenge.…”

Section: Critical Reflectionmentioning

confidence: 99%

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Residency training in the time of COVID-19: A framework for academic medical centers dealing with the pandemic

Abdel-Razig¹,

Ahmad²,

Shkoukani³

et al. 2020

Perspect Med Educ

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Background As cases of COVID-19 climb worldwide, academic medical centers (AMCs) are scrambling to balance the increasing demand for medical services while maintaining safe learning environments. The scale and nature of the current pandemic, limitations on key resources, risks of transmission, and the impact on trainee wellbeing pose additional challenges to AMCs. We propose a framework for AMCs to utilize in facilitating health system, organization and program-level adjustments to meet the needs of medical trainees during the pandemic. Approach In February 2020, we developed a three-level approach to the pandemic response of training programs at our AMC. The first level involved AMC alignment and engagement with regulatory stakeholders. The second level utilized the graduate medical education committee and leveraged organizational functions such as human resources, finance, and clinical departments. The third level of intervention focused on common approaches used by programs to ensure continuity of learning in the context of dynamic changes in workflows and service operations. Evaluation Outcomes at each level are reported. These include the co-development of a national framework on medical trainee responses to COVID-19, the composition of an operational guidance document, organizational protocols to accommodate novel challenges posed by the pandemic, and multiple program-level interventions. Reflection This methodical approach, employed during a global crisis, was critical in facilitating interventions required to fulfill the mission of AMCs. Future steps include assessing the impact of these changes on trainee performance and the applicability of the approach in diverse settings.

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Internal Medicine Residency Training in the COVID-19 Era—Reflections From Singapore

Cited by 9 publications

References 4 publications

Mapping the Clinical Experience of a New York City Residency Program During the COVID‐19 Pandemic

Mapping the Clinical Experience of a New York City Residency Program During the COVID‐19 Pandemic

COVID-19 and the Clinical Phase of the Medical Doctorate Curriculum in Oman

Residency training in the time of COVID-19: A framework for academic medical centers dealing with the pandemic

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Internal Medicine Residency Training in the COVID-19 Era—Reflections From Singapore

Cited by 9 publications

References 4 publications

Mapping the Clinical Experience of a New York City Residency Program During the COVID‐19 Pandemic

Mapping the Clinical Experience of a New York City Residency Program During the COVID‐19 Pandemic

COVID-19 and the Clinical Phase of the Medical Doctorate Curriculum in Oman

Residency training in the time of COVID-19: A&nbsp;framework for academic medical centers dealing with the pandemic

Contact Info

Product

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Residency training in the time of COVID-19: A framework for academic medical centers dealing with the pandemic