‘The Virtual Check-In’: A tool to facilitate virtual patient interaction for early clinical learners in a longitudinal integrated clerkship

Johnston, Aaron; Barrick, Kendra; Jivraj, Farah; Ram, Rithesh

doi:10.15694/mep.2020.000108.1

Cited by 5 publications

(6 citation statements)

References 3 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…In order to enable future sustainability of service, we need to enable on-going patient-based training for learners with an appropriate balance of telehealth and inperson activities. A few studies in this review focused on the incorporation of trainees into telehealth appointments (Chick et al 2020;Johnston et al 2020;Oldenburg and Marsch 2020), yet more studies of this type are urgently needed given the rather seismic shift in clinical care. Most undergraduate papers focused on removing medical students from the clinical context to minimise risk.…”

Section: Summary Of Resultsmentioning

confidence: 99%

“…There was only one study considered at low risk of bias and high quality in all five domains (Blake et al 2020). There were a further six studies that whilst not having full reporting of detail, did report in all areas with varying amounts of detail (Brown et al 2020;Buonsenso 2020;Choi et al 2020;Johnston et al 2020;Murdock et al 2020;Samarasekera et al 2020). There were six studies that did not report on any of the five domains that were judged at high risk of bias and low quality for all (Ahmed et al 2020;Boodman et al 2020;Burns and Wenger 2020;Haines et al 2020;Keegan et al 2020;Lubarsky 2020).…”

Section: Quality Of Reporting For the Educational Developmentmentioning

confidence: 99%

“…Four papers described supporting some form of continued clinical contact using approaches to mitigate risk for learners missing out on in-person patient care opportunities (Chick et al 2020;Hofmann et al 2020;Johnston et al 2020;Oldenburg and Marsch 2020). Activities included supervised telephone or video consultations for undergraduate medical students (Johnston et al 2020) or postgraduate trainees (Chick et al 2020; Oldenburg and Marsch 2020), with feedback from the supervisor either offline or with the patient present, and virtual ward rounds for undergraduate medical students using an iPad on wheels (Hofmann et al 2020) to see, hear and interact with COVID-19 patients and their physicians. Clearly, these studies are not workplace-based in the traditional sense, but they do use authentic patient interactions separate from other forms of learning.…”

Section: Pivoting Education Deliverymentioning

confidence: 99%

See 2 more Smart Citations

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

View full text Add to dashboard Cite

Background: The novel coronavirus disease (COVID-19) was declared a pandemic in March 2020. This rapid systematic review synthesised published reports of medical educational developments in response to the pandemic, considering descriptions of interventions, evaluation data and lessons learned. Methods: The authors systematically searched four online databases and hand searched MedEdPublish up to 24 May 2020. Two authors independently screened titles, abstracts and full texts, performed data extraction and assessed risk of bias for included articles. Discrepancies were resolved by a third author. A descriptive synthesis and outcomes were reported. Results: Forty-nine articles were included. The majority were from North America, Asia and Europe. Sixteen studies described Kirkpatrick's outcomes, with one study describing levels 1-3. A few papers were of exceptional quality, though the risk of bias framework generally revealed capricious reporting of underpinning theory, resources, setting, educational methods, and content. Key developments were pivoting educational delivery from classroom-based learning to virtual spaces, replacing clinical placement based learning with alternate approaches, and supporting direct patient contact with mitigated risk. Training for treating patients with COVID-19, service reconfiguration, assessment, well-being, faculty development, and admissions were all addressed, with the latter categories receiving the least attention. Conclusions: This review highlights several areas of educational response in the immediate aftermath of the COVID-19 pandemic and identifies a few articles of exceptional quality that can serve as models for future developments and educational reporting. There was often a lack of practical detail to support the educational community in enactment of novel interventions, as well as limited evaluation data. However, the range of options deployed offers much guidance for the medical education community moving forward and there was an indication that outcome data and greater detail will be reported in the future.

show abstract

Section: Summary Of Resultsmentioning

confidence: 99%

Section: Quality Of Reporting For the Educational Developmentmentioning

confidence: 99%

Section: Pivoting Education Deliverymentioning

confidence: 99%

See 1 more Smart Citation

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

et al. 2020

View full text Add to dashboard Cite

show abstract

“…There is a lurking fear that we might lose our touch for history taking and clinical examinations; two competencies that are crucial for a future physician. While it has been seen that new methodologies such as the 'virtual check-in tool' are being adopted by developed countries to transition to virtual medical curriculum, our university has limited resources to do so (Johnston et al, 2020). Uncertainty pertaining to upcoming exams is another challenge we are currently facing.…”

Section: Challenges Encounteredmentioning

confidence: 99%

Disruption of the medical curriculum in a developing country: The need for medical students to be stronger than ever

Mowlabaccus¹

2020

MedEdPublish

View full text Add to dashboard Cite

Being a medical student from a low to moderate income country comes with its challenges particularly in moments where the world is facing with an uncharted territory; the COVID-19 pandemic. With no face to face interactions with lecturers, halt of clinical postings and uncertainty of when exams will be held, final year medical students are facing an unprecedented situation. Being a final year student, this personal view is aimed at describing the current situation of medical students in Mauritius, the numerous challenges that are being encountered and the coping strategies being adopted.

show abstract

“…4,[27][28][29] Novel ways of involving displaced medical students in virtual patient care were also described. [30][31][32][33][34] Fewer publications involving postgraduate VC integration were found, likely because residents and fellows continued working through the pandemic rather than being removed from care as was the case for medical students in some countries. Nonetheless, innovations in both VC teaching and assessment have been described at the residency level in recent work.…”

Section: Introductionmentioning

confidence: 99%

Good for patients but not learners? Exploring faculty and learner virtual care integration

2022

View full text Add to dashboard Cite

Background: The pandemic catapulted the adoption of virtual care far ahead of its anticipated maturation date, forcing faculty to role model and teach learners with barely enough time to master it themselves. With a scant body of prepandemic literature now accompanied by experience gained under extraordinary circumstances, we can benefit from understanding ad hoc strategies implemented by those on the front lines and from listening to learners about what is working and what is not. The purpose of this study was to explore the experience of learner integration into virtual care from both the faculty and learner perspectives.Methods: Using a constructivist grounded theory methodology and sociomateriality as a sensitising concept, we recruited participants using purposeful and theoretical sampling from a Canadian University with limited prepandemic virtual care provision.We interviewed 16 faculty and 5 learners spanning a breadth of specialties and years of practice/education to probe their experience of teaching and learning virtual care.Data collection and analysis were conducted iteratively with themes identified through constant comparative analysis.Results: Integrating learners into virtual care proved challenging initially because of a lack of familiarity with the process and later because of disrupted workflow, triggered by the structure and logistics of the virtual care clinic. Both faculty and learners identified learning deficiencies in the virtual care experience when compared with inperson clinics, but several unique and valuable learning affordances were noted. All faculty expressed a desire to keep virtual care as part of their future clinic practice, but paradoxically most felt that they were unlikely to include learners. Conclusions:Training learners in virtual care is an educational challenge that will not disappear with COVID-19, even if our participants wished it could. The perceived value for patients but not learners begs a reconsideration of the sociomaterial contribution to this pandemic paradox.

show abstract

‘The Virtual Check-In’: A tool to facilitate virtual patient interaction for early clinical learners in a longitudinal integrated clerkship

Cited by 5 publications

References 3 publications

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Developments in medical education in response to the COVID-19 pandemic: A rapid BEME systematic review: BEME Guide No. 63

Disruption of the medical curriculum in a developing country: The need for medical students to be stronger than ever

Good for patients but not learners? Exploring faculty and learner virtual care integration

Contact Info

Product

Resources

About