Pedagogy in a pandemic – COVID‐19 and virtual continuing medical education (vCME) in obstetrics and gynecology

Kanneganti, Abhiram; Lim, Karen; Chan, Grace Ming Fen; Choo, Soe Na; Choolani, Mahesh; Ismail-Pratt, Ida; Logan, Susan

doi:10.1111/aogs.13885

Cited by 37 publications

(39 citation statements)

References 15 publications

(15 reference statements)

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“…Due to social distancing measures, several specialty training programs have switched to a virtual domain. 16 We previously reported our experience in crafting a virtual continuing medical education (vCME) program 17 that rapidly had to replace our The COVID-19 pandemic has significantly disrupted training in obstetrics and gynaecology. Past pandemics have been shown to result in significant psychological morbidity.…”

Section: Training Program Levelmentioning

confidence: 99%

Well‐being, obstetrics and gynaecology and COVID‐19: Leaving no trainee behind

Chan

Kanneganti

Yasin

et al. 2020

Aust NZ J Obst Gynaeco

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The COVID‐19 pandemic has significantly disrupted training in obstetrics and gynaecology. Past pandemics have been shown to result in significant psychological morbidity. As specialty trainees continue frontline work, they will face unprecedented work environments and may face delays in progression due to postponed examinations, case log shortfalls and inadequate clinical rotations. This contributes to burnout, anxiety and depression. We share technology‐based suggestions as well as institutional, departmental and self‐care tips on how to maintain trainees’ mental well‐being during the fight against COVID‐19.

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Section: Training Program Levelmentioning

confidence: 99%

Well‐being, obstetrics and gynaecology and COVID‐19: Leaving no trainee behind

Chan

Kanneganti

Yasin

et al. 2020

Aust NZ J Obst Gynaeco

Self Cite

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“…Rather than viewing COVID-19 as a disruption to healthcare QI education and training, it can be considered as an opportunity to improve distance learning techniques and benefit from digital hyper-connectivity to enhance education delivery that can extend into the post-pandemic environment [ 8 ]. Application of technology-enhanced learning is often cited as a pedagogical advancement for a curricular transformation of medical education [ 9 ].…”

Section: Introductionmentioning

confidence: 99%

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

et al. 2020

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Background Information and communication technology are playing a major role in ensuring continuity of healthcare services during the COVID-19 pandemic. The pandemic has also disrupted healthcare quality improvement (QI) training and education for healthcare professionals and there is a need to rethink the way QI training and education is delivered. The purpose of this rapid evidence review is to quickly, but comprehensively collate studies to identify what works and what does not in delivering QI training and education using distance learning modalities. Methods Three healthcare databases were searched along with grey literature sources for studies published between 2015 and 2020. Studies with QI training programmes or courses targeting healthcare professionals and students with at least one component of the programme being delivered online were included. Results A total of 19 studies were included in the review. Most studies had a mixed methods design and used blended learning methods, combining online and in-person delivery modes. Most of the included studies reported achieving desired outcomes, including improved QI knowledge, skills and attitudes of participants and improved clinical outcomes for patients. Some benefits of online QI training delivery include fewer required resources, reduced need for on-site instructors, increased programme reach, and more control and flexibility over learning time for participants. Some limitations of online delivery modes include limited learning and networking opportunities, functional and technical problems and long lead time for content adaptation and customisation. Discussion The review highlights that distance learning approaches to QI help in overcoming barriers to traditional QI training. Some important considerations for those looking to adapt traditional programmes to virtual environments include balancing virtual and non-virtual methods, using suitable technological solutions, customising coaching support, and using multiple criteria for programme evaluation. Conclusion Virtual QI and training of healthcare professionals and students is a viable, efficient, and effective alternative to traditional QI education that will play a vital role in building their competence and confidence to improve the healthcare system in post-COVID environment.

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“…25 Many students also feel more confident to ask or discuss with their lecturers via online platforms, thus helping them to be more active in learning activities. 28,41 A single-center mixed methods study by Singh et al on medical education with a total of 208 correspondents showed that many students feel that the interaction with teachers is better (27%) or as good as (27.8%) the regular classroom. 27 Online learning is also boundless by distance and time, and therefore more students worldwide have the opportunity to access and share different types of knowledge through online contents.…”

Section: Medical Undergraduates' Educationmentioning

confidence: 99%

Coronavirus outbreaks including COVID-19 and impacts on medical education: a systematic review

Kelly

Hwei

Octavius

2020

J Community Empowerment for Health

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Since the beginning of 2020, the world has been affected by the novel coronavirus COVID-19 pandemic. The virus’ infectious nature pushed all sectors to implement social distancing measures in an effort to limit its transmission, including the education sector. We searched PubMed and Science Direct on June 12th and found 24 papers that are relevant to our review. After the World Health Organization announced that COVID-19 is a global threat, various countries took a variety of measures to limit the disease spread such as social distancing, self-quarantine, and closing public facilities that hold large gatherings, including universities and schools. Hospitals started to prioritize services for COVID-19 cases. Medical education programs are also affected by this disease, but not continuing in-person classes outweighs any benefit from traditional teaching methods. The previous Severe Acute Respiratory Syndrome (SARS) and Middle East Respiratory Syndrome (MERS) pandemics have shown ways to shift medical education to online platforms. In the current pandemic, online meetings are being used to hold lectures, classes, laboratory practices, and clinical skills classes. For clerkship students, online platforms might not be feasible because this eliminates patient-doctor relationships, but it appears for now to be the only option. Some institutions have involved medical students in the frontlines altogether. We encourage all parties to constantly evaluate, review, and improve the efforts of continuing medical education, especially during this pandemic. Further research is needed to evaluate students’ performance after adopting e-learning and to discover the best methods in medical education in general and clerkship education in particular.

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Pedagogy in a pandemic – COVID‐19 and virtual continuing medical education (vCME) in obstetrics and gynecology

Cited by 37 publications

References 15 publications

Well‐being, obstetrics and gynaecology and COVID‐19: Leaving no trainee behind

Well‐being, obstetrics and gynaecology and COVID‐19: Leaving no trainee behind

Virtual adaptation of traditional healthcare quality improvement training in response to COVID-19: a rapid narrative review

Coronavirus outbreaks including COVID-19 and impacts on medical education: a systematic review

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