Teaching Telepalliative Care: An Elective Rotation for Medical Students during the COVID-19 Pandemic

Lal, Ashima; Bell, Gretchen; Curseen, Kimberly; Kavalieratos, Dio

doi:10.1089/jpm.2020.0643

Cited by 10 publications

(9 citation statements)

References 4 publications

(4 reference statements)

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“…All other adaptations that focused on transforming theoretical teaching and case discussions to the online mode were considered to have moderate to high degree of contribution. This agrees with Lal et al, 19 who reported students’ preference of using flipped classroom over Zoom to role-play cases with faculty assessing symptoms and disclosing prognosis.…”

Section: Discussionsupporting

confidence: 89%

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Hassan¹,

El-Agroudy²,

Shehata³

et al. 2022

AMEP

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Background The COVID-19 pandemic had serious implications on medical schools’ programs that necessitated lots of adaptations of teaching, learning, and assessment to guarantee continuity of education in medical schools. Our study aimed to evaluate perspectives of clerkship students and faculty members regarding clinical teaching adaptations implemented during the COVID-19 pandemic. Methods A descriptive, cross-sectional, survey-based study was conducted and targeted 5 th and 6 th year clerkship students and full- and part-time clinical faculty. The survey explored (1) perception of the degree of contribution of implemented adaptations to student achievement of expected clinical competencies, (2) degree of confidence regarding students’ achievement of expected clinical competencies through such adaptations, and (3) perception of the effect of implemented educational adaptations on students’ learning. Descriptive statistics were used, and statistical significance level was set at p < 0.05. Results The survey exhibited high internal consistency. Both students and faculty members felt that most of the adaptations had moderate to high contribution to student achievement of expected clinical competencies. On a 5-point scale, the highest score was given by faculty members to “Interpretation of investigations” (3.93±0.84) while the lowest scores were given by faculty members (3.10±1.21) and students (2.57±1.36) to “Performing clinical procedures”. Students and faculty members agreed that the adaptations had positive effect on students’ learning except for the statement “Students were able to easily monitor their academic progress” where students gave less scores than faculty members, with a statistically significance difference (p=0.029). Conclusion Students and faculty members had similar perspectives regarding the implemented adaptations and their impact and contribution to student learning and achievement of the basic clinical competencies. Both of them agreed on the need for and importance of the implemented adaptations. Our findings recommend such adaptations during the times of crises, which can be conducted through integrating online teaching with face-to-face teaching.

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Section: Discussionsupporting

confidence: 89%

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Hassan¹,

El-Agroudy²,

Shehata³

et al. 2022

AMEP

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“…Adding to previous reviews, we found reports using telemedicine to overcome the challenges in clinical education amidst the pandemic disruption ( Table 2 ). 17 papers [ 8 , 9 , [18] , [19] , [20] , [21] , [22] , [23] , [24] , [10] , [11] , [12] , [13] , [14] , [15] , [16] , [17] ] described the use of telemedicine as an educational tool mostly for clerkship rotations but three also included pre-clinical year students. Whilst telemedicine was mainly implemented in university hospitals, six programs were also executed in the community.…”

Section: Resultsmentioning

confidence: 99%

“… 2,4,5,7 Univ MS US Iancu et al [ 13 ] Based on experience in applying telemedicine consultation as part of core and elective clerkships, 12 tips were suggested in setting stage, needs assessment, creating tools for student integration into telemedicine 1,2,4,5 Univ MS US Ho et al [ 14 ] 5hr student shifts on remote tele-ICU patient care, performing real interventions (medication, ventilator adjustment, lab recheck) as part of interdisciplinary care. 1,2,3,4,6,8,9 Univ Med US Lal et al [ 15 ] Flipped classroom over zoom, role-play with faculty assessing symptoms and disclosing prognosis. Outpatient tele-palliative care clinic participation.…”

Section: Resultsmentioning

confidence: 99%

A scoping review on adaptations of clinical education for medical students during COVID-19

Park

Shim

Lee

2021

Primary Care Diabetes

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Rapid advances in clinical education in response to the COVID-19 pandemic are taking place globally. This scoping review updated the educational strategies which could be applied by clinical educators in their practice to effectively maintain clinical attachment programs for medical students amidst public health crises. Almost all elements of clinical teaching were deliverable, whether it was online, onsite, virtual or blended, their educational effectiveness should be further examined. Increase in the number of telemedicine related publications were remarkable, and they could serve as a scalable model for future educational programs to be incorporated into the medical student curricula.

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“…( Multimedia Appendix 10 [ 47 , 50 , 93 - 113 ]) [ 34 , 35 ]. For example, telehealth was commonly used during the pandemic, with many palliative care services using it to provide remote clinical support [ 93 - 105 ], communication [ 106 ], and education [ 107 ]. Technologies have been used to maintain connections and to develop communities of palliative care practice [ 108 , 109 ].…”

Section: Discussionmentioning

confidence: 99%

Identification of Digital Health Priorities for Palliative Care Research: Modified Delphi Study

Nwosu¹,

McGlinchey²,

Sanders³

et al. 2022

JMIR Aging

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Background Developments in digital health have the potential to transform the delivery of health and social care to help citizens manage their health. Currently, there is a lack of consensus about digital health research priorities in palliative care and a lack of theories about how these technologies might improve care outcomes. Therefore, it is important for health care leaders to identify innovations to ensure that an increasingly frail population has appropriate access to palliative care services. Consequently, it is important to articulate research priorities as the first step in determining how finite resources should be allocated to a field saturated with rapidly developing innovation. Objective The aim of this study is to identify research priority areas for digital health in palliative care. Methods We selected digital health trends, most relevant to palliative care, from a list of emerging trends reported by a leading institute of quantitative futurists. We conducted 2 rounds of the Delphi questionnaire, followed by a consensus meeting and public engagement workshop to establish a final consensus on research priorities for digital technology in palliative care. We used the views of public representatives to gain their perspectives on the agreed priorities. Results A total of 103 experts (representing 11 countries) participated in the first Delphi round. Of the 103 experts, 55 (53.3%) participated in the second round. The final consensus meetings were attended by 10.7% (11/103) of the experts. We identified 16 priority areas, which involved many applications of technologies, including care for patients and caregivers, self-management and reporting of diseases, education and training, communication, care coordination, and research methodology. We summarized the priority areas into eight topics: big data, mobile devices, telehealth and telemedicine, virtual reality, artificial intelligence, smart home, biotechnology, and digital legacy. Conclusions The priorities identified in this study represent a wide range of important emerging areas in the fields of digital health, personalized medicine, and data science. Human-centered design and robust governance systems should be considered in future research. It is important that the risks of using these technologies in palliative care are properly addressed to ensure that these tools are used meaningfully, wisely, and safely and do not cause unintentional harm.

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Teaching Telepalliative Care: An Elective Rotation for Medical Students during the COVID-19 Pandemic

Cited by 10 publications

References 4 publications

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

Adaptations of Clinical Teaching During the COVID-19 Pandemic: Perspectives of Medical Students and Faculty Members

A scoping review on adaptations of clinical education for medical students during COVID-19

Identification of Digital Health Priorities for Palliative Care Research: Modified Delphi Study

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