Maintaining education and professional development for anaesthesia trainees during the COVID-19 pandemic: the Self-isolAting Virtual Education (SAVEd) project

Eusuf, Danielle; England, Emma L.; Charlesworth, M.; Shelton, Cliff; Thornton, Sarah J.

doi:10.1016/j.bja.2020.07.046

Cited by 11 publications

(6 citation statements)

References 8 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In addition, in the context of tightened budgets, this e-learning course could result in significant cost-savings because of reduced travel costs, decreased instructor time required, and having a tool that can be updated quickly and efficiently as new research emerges [28]. The online format could also enable professional development to continue when face-to-face learning opportunities have been curtailed, as has been experienced during the recent Covid-19 pandemic [29].…”

Section: Discussionmentioning

confidence: 99%

Speech and Language Therapists’ Perspectives of an E-Learning Course on Providing Feedback in the Clinical Learning Environment

Quigley

Gilheaney

O’Neill

et al. 2021

Folia Phoniatr Logop

View full text Add to dashboard Cite

Background: A fundamental component of supervising a student speech and language therapist (SLT) on placement is the provision of feedback. There are numerous identified challenges to ensure the delivery of high-quality feedback to optimise student learning and student success. Supervisors can help overcome these challenges and engage in evidence-based feedback processes if they are supported to develop the necessary knowledge and skills. E-learning is one possible means to provide this professional development to a large number of practising SLTs who are geographically dispersed and have conflicting schedules. Aims: This study aimed to capture and evaluate the perspectives of SLTs who completed an e-learning course on providing feedback in the clinical learning environment, including the suitability and effectiveness of the e-learning tool used. Methods and Procedures: An innovative e-learning course was designed to provide asynchronous video and interactive content on evidence-based theories and practices for effective feedback processes. Clinical scenarios relevant to the discipline of speech and language therapy were included. Participants were invited to complete optional, anonymous pre- and post-evaluation surveys. Data were analysed quantitively (descriptive and inferential statistics) and qualitatively (thematic analysis). Outcomes and Results: Participants indicated that the e-learning course supported them to enhance their feedback processes in the clinical learning environment through identified changes to their practices. The increases in confidence providing feedback they reported were statistically significant. In addition, the e-learning course was rated highly on numerous variables related to quality. Recommendations for adaptations and additions were also highlighted. Conclusions and Implications: An e-learning course on effective and evidence-based feedback processes provides an opportunity to provide professional development to a large number of geographically dispersed practitioners in a cost-effective and flexible way. This could ensure more SLTs are confident and competent in their role as supervisor of students, which requires distinct knowledge and skills from that of a practitioner. Ultimately, this will help maximise educator and student success in the feedback process and consequently improve clinical performance and healthcare delivery.

show abstract

Section: Discussionmentioning

confidence: 99%

Speech and Language Therapists’ Perspectives of an E-Learning Course on Providing Feedback in the Clinical Learning Environment

Quigley

Gilheaney

O’Neill

et al. 2021

Folia Phoniatr Logop

View full text Add to dashboard Cite

show abstract

“…The ‘SAVEd’ (Self-IsolAting Virtual Education) [46] project was created by trainees in self-isolation because either they were part of a ‘high-risk’ population or had tested positive for SARS-CoV-2. The participants were motivated to contribute during the pandemic actively.…”

Section: Educational Challenges and Suggested Solutionsmentioning

confidence: 99%

Retailoring training programmes in anaesthesia and intensive care after the coronavirus disease 2019 outbreak

Pereda

Hert

Tahan

et al. 2023

Current Opinion in Anaesthesiology

View full text Add to dashboard Cite

Purpose of reviewIn this review, we want to collect all the adaptations that anaesthesiology training has faced because of the health crisis and social distancing measures resulting from coronavirus 2019 disease (COVID-19). We reviewed new teaching tools launched during the COVID-19 outbreak worldwide and particularly those implemented by the European Society of Anaesthesiology and Intensive Care (ESAIC) and the European Association of Cardiothoracic Anaesthesiology and Intensive Care (EACTAIC).Recent findingsGlobally, COVID-19 has interrupted health services and all aspects of training programmes. These unprecedented changes have led to teaching and trainee support innovation tools, focusing on online learning and simulation programmes. Airway management, critical care and regional anaesthesia, have been enhanced during the pandemic, while there were major obstacles in paediatrics, obstetrics and pain medicine.SummaryThe COVID-19 pandemic has altered profoundly the functioning of health systems worldwide. Anaesthesiologists and trainees have fought on the front lines of the battle against COVID-19. As a result, training in anaesthesiology during the last 2 years has focused on managing patients in intensive care. New training programmes have been designed to continue teaching residents of this speciality, focusing on e-learning and advanced simulation. It is necessary to present a review describing the impact that this turbulent period has had on the different subsections of anaesthesiology and to review the innovative measures that have been implemented to address these possible deficits in education and training.

show abstract

“…Concerning the department, they were categorized into two groups: departments that were considered as difficult to conduct online clinical clerkship and those that did not (11). Specifically, general surgery (12), neurosurgery (13), orthopedics (14), anesthesiology (15), and otolaryngology ( 16) were categorized as departments for which online clinical clerkship was considered difficult. Factors related to educational approaches included lecture duration (17)(18)(19), lecture frequency per week (17,20,21), and opportunities to take quizzes (22,23), submit assignments (24,25), give oral presentations (26,27), observe physician practices (8,28), practice clinical skills (8,28), participate in interprofessional meetings (28)(29)(30), and discuss with physicians interactively (28,31).…”

Section: Exposure and Other Factorsmentioning

confidence: 99%

Educational Approaches That Enhance Online Clinical Clerkship during the COVID-19 Pandemic

et al. 2022

View full text Add to dashboard Cite

Objective This cross-sectional national study determined which educational approaches are associated with the effectiveness of online clerkship for medical students. Method A survey was conducted for medical students at 78 medical schools in Japan from May 29 to June 14, 2020. It comprised the following aspects: (a) participants' profiles, (b) number of opportunities to learn from each educational approach (lecture, medical quiz, assignment, oral presentation, observation of a physician's practice, clinical skill practice, participation in interprofessional meetings, and interactive discussions with physicians) in online clerkship, (c) frequency of technical problems, and (d) educational outcome measurement (satisfaction, motivation, knowledge acquisition, skill acquisition, change in self-study time, and understanding of the importance of medical care team). Results Of the 2,640 respondents, 2,594 (98.3%) agreed to cooperate. Ultimately, 1,711 matched our inclusion criteria. All educational approaches but assignments were positively associated with satisfaction and motivation. All educational approaches excluding assignment submission and interprofessional meeting were positively associated with knowledge acquisition. Observation, practice, and interprofessional meeting were positively associated with skill acquisition. Only assignment submission was positively associated with the change in self-study time. Educational approaches excluding medical quizzes were positively associated with understanding the importance of the medical care team. Technical problems were negatively associated with motivation, knowledge acquisition, and skill acquisition. Conclusions Educators should implement various educational approaches, especially observation and practice, even in online clinical clerkship. They also need to minimize the technical problems associated with the Internet, as they reduce the effectiveness of online clerkship.

show abstract

Maintaining education and professional development for anaesthesia trainees during the COVID-19 pandemic: the Self-isolAting Virtual Education (SAVEd) project

Cited by 11 publications

References 8 publications

Speech and Language Therapists’ Perspectives of an E-Learning Course on Providing Feedback in the Clinical Learning Environment

Speech and Language Therapists’ Perspectives of an E-Learning Course on Providing Feedback in the Clinical Learning Environment

Retailoring training programmes in anaesthesia and intensive care after the coronavirus disease 2019 outbreak

Educational Approaches That Enhance Online Clinical Clerkship during the COVID-19 Pandemic

Contact Info

Product

Resources

About