Transition From a Standard to a Hybrid On-Site and Remote Anatomic Pathology Training Model During the Coronavirus Disease 2019 (COVID-19) Pandemic

Chin, Kareen E.; Kwon, Dong Hyang; Gan, Qiong; Ramalingam, Preetha; Wistuba, Ignacio I.; Prieto, Víctor G.; Aung, Phyu P.

doi:10.5858/arpa.2020-0467-sa

Cited by 38 publications

(51 citation statements)

References 5 publications

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“…The findings confirmed the value of using blended/hybrid learning as the training was well-received and for which the participants expressed a clear preference. Similarly, Guiberson et al (2015) provided preliminary evidence on the effectiveness of a hybrid telehealth model in screening language development in children, while Chin et al (2021) concluded that the hybrid curriculum is an innovative way to maximize learning opportunities while maintaining social distancing in the COVID-19 pandemic era.…”

Section: Resultsmentioning

confidence: 99%

“…Students agree that it could improve clinical interest while meeting the expected learning outcomes. Chin et al (2021) Transition from a standard to a hybrid on-site and remote anatomic pathology training model during the Covid-19 pandemic. 28 clinical fellows, 35 clinical Faculty, and 22 research fellows participated in this study.…”

Section: Studies Examined Contexts and Recommendationsmentioning

confidence: 99%

“…These authors, supported by Mophosho et al (2019) , Overett and Kathard (2006) , Pascoe et al (2010) , and, Pillay and Kathard (2015) , conclude that speech-language pathology and audiology services are accessed by mainly middle class, generally white populations who speak a dominant language such as English. Consequently, the underserved population is therefore largely poor, Black, African language speaking, and lives in rural and semi-rural areas ( Khoza-Shangase, 2021 ). Abrahams et al (2019) assert that the current state of unattainable, unaffordable, and inaccessible clinical services within the South African context, particularly for the majority of the population, perpetuates systemic marginalisation of the majority of South Africans.…”

mentioning

confidence: 99%

“… Abrahams et al (2019) assert that the current state of unattainable, unaffordable, and inaccessible clinical services within the South African context, particularly for the majority of the population, perpetuates systemic marginalisation of the majority of South Africans. Hence the strong argument for considerations of different service delivery models to achieve universal SLH services coverage ( Khoza-Shangase, 2021 ), taking advantage of the National Health Insurance (NHI) Bill of 2019, whose goal is that of the World Health Organization's universal health care coverage ( Ghebreyesus, 2017 ; WHO, 2017 ).…”

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confidence: 99%

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Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

2021

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Introduction and purpose: The novel coronavirus (COVID-19) presented new and unanticipated challenges to the provision of clinical services, from student training to the care of patients with speech-language and hearing (SLH) disorders. Prompt changes in information and communication technologies (ICT), were required to ensure that clinical training continued to meet the Health Professions Council of South Africa’s regulations and patients received effective clinical care. The purpose of this study was to investigate online clinical training and supervision to inform current and future training and clinical care provision in SLH professions. Methodology: A scoping review was conducted using the Arksey and O'Malley (2005) framework. The electronic bibliographic databases Science Direct, PubMed, Scopus, MEDLINE, and ProQuest were searched to identify publications about online clinical training and supervision and their impact on clinical service during COVID-19. Selection and analysis were performed by three independent reviewers using pretested forms. Results and Conclusions: The findings revealed important benefits of teletraining and telepractice with potential application to South African clinical training and service provision. Five themes emerged: (1) practice produces favorable outcomes, (2) appreciation for hybrid models of training and service delivery, (3) cost effectiveness is a “big win” (4) internationalization of remote clinical training and service provision, and (5) comparable modality outcomes. These findings may have significant implications for teletraining and telepractice in low-and-middle income countries (LMICs) in the COVID-19 era and beyond, wherein demand versus capacity challenges (e.g., in human resources) persist. Current findings highlight the need for SLH training programmes to foster a hybrid clinical training model. Few studies were conducted in LMICs, indicating a gap in such research.

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Section: Resultsmentioning

confidence: 99%

Section: Studies Examined Contexts and Recommendationsmentioning

confidence: 99%

mentioning

confidence: 99%

mentioning

confidence: 99%

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Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

2021

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“…Social confinement have brought learning inequalities to the spotlight with the lack of access to digital equipment and fear of contagion [6].…”

Section: Health Teaching and Learning In Times Of Pandemicsmentioning

confidence: 99%

Using Information and Communication Technologies in Health Teaching and Learning

Oliveira¹,

Costa²

2021

EAI Endorsed Transactions on Pervasive Health and Technology

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Evaluation of the pivot to digital teaching and learning in pathology: Sentiments from a low‐middle‐income country

Michelow

Wet

Fainman

2022

Cancer Cytopathology

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Evaluation of the pivot to digital teaching and learning in pathology: Sentiments from a low-middle-income countryIn late 2019, a new virally mediated disease termed coronavirus disease 2019 (COVID-19) appeared in China. By March 2020, a multitude of countries had reported cases of COVID-19, and the disease was declared a pandemic. Many countries rapidly instituted wide-ranging measures to reduce the spread of the disease, such as lockdowns, curfews, and quarantines. 1,2 According to the United Nations Educational, Scientific, and Cultural Organization in 2020 (with respect to the COVID-19 pandemic), "governments should see higher education as integral to their economic and social recovery and higher education institutions should ensure continuity with equity." 3 Many educational organizations thus traded face-to-face teaching with remote online teaching in order to continue with the academic year (so-called emergency remote teaching). 4 Now that the COVID-19 pandemic has entered its third year and countries are beginning to live with the virus, many online learning activities have continued. The move to digital learning in many institutions of higher education already began some years ago before the pandemic. However, the pandemic fast-tracked this process, and within a few weeks to months, an immense change occurred in how teaching and learning transpired. [4][5][6] Although learning without the potential exposure to COVID-19 made for safer pedagogic environments, this pivot was not without its challenges. At a student level, the pivot to online learning led to technical challenges and highlighted inequities associated with access to appropriate devices and sufficient data. Other issues reported by students included a lack of appropriate learning spaces, difficulties with concentration, anxiety, and personal financial stressors, to name but a few. 4,6 Universities' academic staff-some with very little training, confidence, or support-had to adjust to an online environment. University management met with decreasing student enrollments, and some experienced reduced funding while contending with increased information technology (IT) costs. 5,6 Krishnamurthy 7 succinctly described this online pivot in higher education institutions as a "total disruption of business as usual."

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Transition From a Standard to a Hybrid On-Site and Remote Anatomic Pathology Training Model During the Coronavirus Disease 2019 (COVID-19) Pandemic

Cited by 38 publications

References 5 publications

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Speech-Language Pathology and Audiology in South Africa: Clinical Training and Service in the Era of COVID-19

Using Information and Communication Technologies in Health Teaching and Learning

Evaluation of the pivot to digital teaching and learning in pathology: Sentiments from a low‐middle‐income country

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