Online education in a hurry: Delivering pediatric graduate medical education during COVID-19

Teele, Sarah A.; Sindelar, Anthony; Brown, David W.; Kane, David; Thatte, Nikhil; Williams, Ryan J.; Gueverra, Joy; Wolbrink, Traci A.

doi:10.1016/j.ppedcard.2020.101320

Cited by 23 publications

(26 citation statements)

References 18 publications

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“…Hence, policymakers and educators had to think of some emergency methods to ensure the continuity of education. In the social distancing situation, healthcare and education institutions in many countries started shifting to electronic work (eWork) policy [21][22][23] . Consequently, online distant teaching-learning education practice has been adopted in different delivery modes to substitute conventional classroom education.…”

Section: Covid-19 Pandemic Ework Online Education and Distant Learningmentioning

confidence: 99%

Unlearning, Relearning, and Paradigm Shift to Online Tertiary Education during the COVID-19 Pandemic in Bangladesh

Islam

2021

Bangladesh J Med Sci

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The current coronavirus disease 2019 (COVID-19) pandemic has compelled to shut down all levels of educational institutions worldwide for a particular time. The pandemic has forced educators and institutions to rapidly switching from classroom teaching to online teaching. The changes in teaching strategies have led both teachers and students into sudden multifaced challenges. Consequently, Bangladesh has closed down all classroom teaching and adapted online system education using different digital platforms. This opinion review has outlined some challenges and opportunities of online in Bangladesh as a representative of developing countries. This paper has further reviewed underlined vital factors in the university system of developing countries that may contribute to paradigm shifts in the education system in the modern competitive world. Bangladesh Journal of Medical Science Vol.20(5) 2021 p.65-71

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Section: Covid-19 Pandemic Ework Online Education and Distant Learningmentioning

confidence: 99%

Unlearning, Relearning, and Paradigm Shift to Online Tertiary Education during the COVID-19 Pandemic in Bangladesh

Islam

2021

Bangladesh J Med Sci

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“…Five weeks after implementation, survey respondents reported a high level of motivation for participating in online learning. 11…”

Section: Discussionmentioning

confidence: 99%

The Effect of the Coronavirus-2019 Pandemic on Pediatric Critical Care Fellowship Training

Silver

Kessel

Taurassi

et al. 2021

J Intensive Care Med

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Objective: To assess the impact of the coronavirus-2019 (COVID-19) pandemic on pediatric critical care medicine (PCCM) fellowship training through a cross-sectional survey of both program directors (PDs) and fellows. Design: Cross-sectional internet-based survey. Setting: Accreditation Council for Graduate Medical Education (ACGME)-accredited PCCM fellowship programs in the United States. Subjects: PCCM PDs and fellows. Results: A total of 34 PDs and 92 fellows responded to the national survey (rate of 47% and 17%, respectively). The majority (69%) of respondents agreed that medical education has been negatively impacted by the COVID-19 pandemic. When PDs were surveyed, 91% noted a significant decrease in the patient census since March 2020, with 59% citing a >15% decrease. Further, 65% reported trainees had less procedural experience. All respondents reported that education was at least in part provided through virtual learning platforms, with nearly half having exclusive remote learning without in-person sessions. Fifty percent of PDs and 62% of fellows reported decreased learner engagement during virtual didactics when compared to in-person education. The majority of PDs reported specific decreases in simulation, procedural skills training, and ultrasound training. Few PDs (15%) and fellows (13-16%) reported redeployment to adult patient care, with northeastern programs having the highest rates. In univariate analyses, decreased PDs confidence in trainee procedural skills was associated with reported decreases in number of procedures performed ( P = .0006) and number of procedural skills didactic sessions ( P = .0245). Change in the unit census was associated with less PDs confidence in fellows’ medical knowledge ( P = .0004), fellows’ management skills ( P = .0232), and fellows’ procedural skills ( P = .0003), with larger decreases in patient census correlating with larger decreases in confidence. Conclusions: The COVID-19 pandemic has significantly impacted the education and clinical training of PCCM fellows. More knowledge on this topic can assist PDs in curriculum changes for the future to address any gaps in learning that have occurred.

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“…Prior to the outbreak of COVID-19, digital medical education was some kind of modern luxury and technical achievement in selected countries. Due to COVID-19, the digitalization of medical education was forced to move forward at an unprecedented pace, developing from a nice-to-have luxury to an absolutely essential tool (2)(3)(4)(5)(6)(7)(8)(9).…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 on Continuing Medical Education—Results of an Online Survey Among Users of a Non-profit Multi-Specialty Live Online Education Platform

Schulte

Gröning²,

Ramsauer

et al. 2021

Front. Med.

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Background: The Coronavirus Disease-2019 (COVID-19) pandemic accelerated digitalization in medical education. Continuing medical education (CME) as a substantial component of this system was relevantly affected. Here, we present the results of an online survey highlighting the impact on and the role of online CME.Methods: An online survey of 44 questions was completed by users of a German online CME platform receiving an invitation via newsletter. CME habits, requirements, personal perception, and impact of the pandemic were inquired. Standard statistical methods were applied.Results: A total of 2,961 responders took the survey with 2,949 completed surveys included in the final analysis. Most contributions originated from Germany, Austria, and Switzerland. Physicians accounted for 78.3% (57.5% hospital doctors) of responses followed by midwives (7.3%) and paramedics (5.7%). Participating physicians were mainly board-certified specialists (69%; 55.75% hospital specialists, 13.25% specialists in private practice). Frequent online lectures at regular intervals (77.8%) and combined face-to-face and online CME (55.9%) were favored. A duration of 1–2 h was found ideal (57.5%). Technical issues were less a major concern since the pandemic.Conclusion: A shift from face-to-face toward online CME events was expectedly detected since the outbreak. Online CME was accelerated and promoted by the pandemic. According to the perception of users, the CME system appears to have reacted adequately to meet their demand but does not replace human interaction.

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Online education in a hurry: Delivering pediatric graduate medical education during COVID-19

Cited by 23 publications

References 18 publications

Unlearning, Relearning, and Paradigm Shift to Online Tertiary Education during the COVID-19 Pandemic in Bangladesh

Unlearning, Relearning, and Paradigm Shift to Online Tertiary Education during the COVID-19 Pandemic in Bangladesh

The Effect of the Coronavirus-2019 Pandemic on Pediatric Critical Care Fellowship Training

Impact of COVID-19 on Continuing Medical Education—Results of an Online Survey Among Users of a Non-profit Multi-Specialty Live Online Education Platform

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