Novel Graduate Medical Education in the Era of a Novel Virus

Tisdale, Rebecca; Filsoof, Amy Rogers; Singhal, Surbhi

doi:10.4300/jgme-d-20-00225.1

Cited by 5 publications

(7 citation statements)

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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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“…Working additional, involuntary inpatient shifts in the pandemic, even if safe conditions are maintained, remains an additional burden detracting from residents' time and energy to pursue career development, as well as broad clinical training exposure 15 . Educational offerings were significantly impacted in programs affected by the pandemic 18,19 . Although some ACGME residency training requirements were temporarily suspended at institutions sufficiently impacted by the pandemic through invoking an ACGME Emergency Categorization, such a status did not significantly alleviate the burden on individual residents 20…”

Section: Discussionmentioning

confidence: 99%

“…15 Educational offerings were significantly impacted in programs affected by the pandemic. 18,19 Although some ACGME residency training requirements were temporarily suspended at institutions sufficiently impacted by the pandemic through invoking an ACGME Emergency Categorization, such a status did not significantly alleviate the burden on individual residents. 20 PD beliefs about hazard pay provision demonstrate the tension between resident as essential worker, the moral duty and responsibilities of physicians, and the status of resident as protected learner.…”

Section: Discussionmentioning

confidence: 99%

Section: Discussionmentioning

confidence: 99%

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Hazard pay for internal medicine resident physicians during the COVID‐19 pandemic: A national survey of program directors

Uthlaut

Catalanotti

Kisielewski

et al. 2022

Journal of Hospital Medicine

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Background Hazard pay for resident physicians has been controversial in the COVID‐19 pandemic. Program director (PD) beliefs about hazard pay and the extent of provision to internal medicine (IM) residents are unknown. Objective To evaluate hazard pay provision to residents early in the COVID‐19 pandemic and pandemic and residency program characteristics associated with hazard pay. Design, Setting, and Participants A nationally representative survey was conducted of 429 US/US territory‐based IM PDs from August to December 2020. Main Outcome and Measures Hazard pay provision and PD beliefs about hazard pay were tested for association with factors related to the pandemic surge and program characteristics. Results Response rate was 61.5% (264/429); 19.5% of PDs reported hazard pay provision. PD belief about hazard pay was equivocal: 33.2% agreed, 43.1% disagreed, and 23.7% were uncertain. Hazard pay occurred more commonly in the Middle‐Atlantic Census Division (including New York City) and with earlier surges and greater resident participation in COVID‐19 patient care. Hazard pay occurred more commonly where PDs supported hazard pay (74.5% vs. 22.1%, p = .018). Reasons most frequently given in support of hazard pay were essential worker status, equity, and schedule disruption. Those opposed cited professional obligation and equity. Conclusion Hazard pay for IM residents early in the COVID‐19 pandemic was nominal but more commonly associated with heavily impacted institutions. Although PD beliefs were mixed, positive belief was associated with provision. The unique role of residents as both essential workers and trainees might explain our varied results. Further investigation may inform future policy, especially in times of crisis.

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“…This multicenter study provides insight into IM residents’ perceptions of virtual MR after the rapid transition to virtual educational formats due to the COVID-19 pandemic. 1 , 3 , 4 , 15 Residents perceived the virtual platform as a valuable teaching modality and highlighted how the effective use of virtual technologies can enhance the learning environment and help mitigate the negative social impact on camaraderie, engagement, and participation. Although born out of necessity, and not without its disadvantages and opportunities for improvement, residents identified virtual MR as an asset to their education during the pandemic, both on its own and in conjunction with in-person conferences, and advocated for the integration of a virtual format into the structure of MR in the future.…”

Section: Discussionmentioning

confidence: 99%

Internal Medicine Residents’ Perceptions of Virtual Morning Report: a Multicenter Survey

et al. 2021

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Importance The COVID-19 pandemic disrupted graduate medical education, compelling training programs to abruptly transition to virtual educational formats despite minimal experience or proficiency. We surveyed residents from a national sample of internal medicine (IM) residency programs to describe their experiences with the transition to virtual morning report (MR), a highly valued core educational conference. Objective Assess resident views about virtual MR content and teaching strategies during the COVID-19 pandemic. Design Anonymous, web-based survey. Participants Residents from 14 academically affiliated IM residency programs. Main Measures The 25-item survey on virtual MR included questions on demographics; frequency and reason for attending; opinions on who should attend and teach; how the virtual format affects the learning environment; how virtual MR compares to in-person MR with regard to participation, engagement, and overall education; and whether virtual MR should continue after in-person conferences can safely resume. The survey included a combination of Likert-style, multiple option, and open-ended questions. Results Six hundred fifteen residents (35%) completed the survey, with a balanced sample of interns (39%), second-year (31%), and third-year (30%) residents. When comparing their overall assessment of in-person and virtual MR formats, 42% of residents preferred in-person, 18% preferred virtual, and 40% felt they were equivalent. Most respondents endorsed better peer-engagement, camaraderie, and group participation with in-person MR. Chat boxes, video participation, audience response systems, and smart boards/tablets enhanced respondents’ educational experience during virtual MR. Most respondents (72%) felt that the option of virtual MR should continue when it is safe to resume in-person conferences. Conclusions Virtual MR was a valued alternative to traditional in-person MR during the COVID-19 pandemic. Residents feel that the virtual platform offers unique educational benefits independent of and in conjunction with in-person conferences. Residents support the integration of a virtual platform into the delivery of MR in the future. Supplementary Information The online version contains supplementary material available at 10.1007/s11606-021-06963-7.

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Novel Graduate Medical Education in the Era of a Novel Virus

Cited by 5 publications

References 0 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

Hazard pay for internal medicine resident physicians during the COVID‐19 pandemic: A national survey of program directors

Internal Medicine Residents’ Perceptions of Virtual Morning Report: a Multicenter Survey

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