Turning around a medical education conference: Ottawa 2020 in the time of COVID‐19

Nadarajah, Vishna Devi; Er, Hui Meng; Lilley, P.

doi:10.1111/medu.14197

Cited by 16 publications

(23 citation statements)

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“…Some conference organisers decided to still proceed to issue notices of acceptance of abstract submissions as 'proof' of scholarly work or allowed online presentation. Other creative ways of continuing with international conferences have included a "blended conference" approach with a mix of face-to-face and online content to support those attending onsite and online (Nadarajah et al, 2020). With careful attention paid to safe distancing for onsite participants, such "blended conferences" provide the all-important human face-toface interactions which online webinars and conferences, though functional in most parts, sorely lack.…”

Section: Contingencies For Continuous Professional Development (Cpd)mentioning

confidence: 99%

Impact of COVID-19 on health profession education in Singapore: Adoption of innovative strategies and contingencies across the educational continuum

Renaud

Chen

Yuen

et al. 2021

TAPS

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Introduction: The Coronavirus-19 pandemic has had profound effects on health professions education (HPE) posing serious challenges to the continued provision and implementation of undergraduate, postgraduate and continuing medical education (CME). Across these HPE domains, the major disruptions included the exclusion of undergraduate learners from clinical learning environments, restricted intra-, inter-institutional and overseas movement of medical professionals, termination of face-to-face learner-educator interactions, deployment of postgraduate learners into non-scope service settings, and CME postponement. Methods: In this review we report on how in Singapore various adaptive measures were instituted across the 3 HPE domains at institutional and national level to maintain adequate resources at the frontline to meet service exigencies, promote healthcare professionals’ wellbeing and safety as well as mitigate the spread of the pandemic. Results: We identified several strategies and contingencies developed to address these challenges. These involved the use of online learning platforms, distributed and asynchronous learning, an undergraduate Pathway Programme, and use of innovative hands-on technology like simulation. Robust, well pre-planned pandemic preparedness, effective communication, as well as provision of psychological support resources ensured maintenance of service and academic continuity, trust and resilience within HPE. However, several challenges remain, namely the timing and manner of conducting formative and summative assessments, cybersecurity, and the indispensable hands-on, in-person experiential learning for surgical training. Conclusion: Strong leadership with vision and planning, good communication, prioritising learners’ and educators’ wellbeing and safety, and harnessing existing and emerging online learning technologies are crucial elements for effective contingencies for HPE disruption during pandemics.

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Section: Contingencies For Continuous Professional Development (Cpd)mentioning

confidence: 99%

Impact of COVID-19 on health profession education in Singapore: Adoption of innovative strategies and contingencies across the educational continuum

Renaud

Chen

Yuen

et al. 2021

TAPS

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“…Finalmente, se encontraron recomendaciones tales como el uso de modelos de manejo de crisis de Kotter para definir ajustes en los programas (34) y la programación de grandes congresos científicos en modalidad mixta (presencial y virtual) (54).…”

Section: Estrategias Administrativasunclassified

Educación médica en tiempos de pandemia por SARS-CoV2

Patiño-Giraldo

2021

Acta Med Col

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Objetivo: la emergencia del SARS-CoV2 ha generado cambios acelerados en la educación médica dadas las necesidades de distanciamiento social. Se espera que la enfermedad sea endémica y que deban implementarse a largo plazo estrategias efectivas de enseñanza. Esta revisión buscó identificar cuáles estrategias han sido implementadas por las instituciones de educación médica durante la pandemia por SARS-CoV-2 para mantener sus actividades. Metodología: revisión sistemática de la literatura en bases de datos MEDLINE, Taylor and Francis, Lilacs, ERIC, EMBASE, SAGE, SCOPUS y SPRINGER y otras fuentes en inglés, espa- ñol, francés y portugués hasta abril de 2020 sobre la relación entre educación médica, pandemia y coronavirus. Se realizó una categorización de los hallazgos dependiendo del tipo de estudio y tema abordado. Resultados: de los 1490 artículos identificados, 84 fueron incluidos en esta revisión. La mayoría de los estudios correspondieron a comentarios (n=31) seguidos de las cartas al editor (n=22). El país que más artículos ha producido son los Estados Unidos (n=35), seguido del Reino Unido (n=13). Cincuenta y siete (67.8%) presentan estrategias en los pregrados del área de la salud y 22 en residencias médicas. La mayoría de los artículos se concentran en estrategias didácticas y administrativas. Solo 13 artículos corresponden a estudios analíticos. Conclusión: la implementación de estrategias de comunicación efectiva, ambientes de aprendizaje mixtos y secuenciales, así como el fortalecimiento de la telesalud en un marco de profesionalismo y protección de la salud mental son las estrategias que más se han implementado durante la pandemia.

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“…Traditional lectures in Japanese medical schools have been primarily conducted as didactic lectures in large classrooms, with little interactivity. According to a previous study, for digital native students, such one-way, passive lectures are not effective and their learning outcomes may be relatively low [ 1 , 2 , 3 , 4 , 5 ]. Further, other reports have indicated that future medical education will make advancements through the implementation of digital tools such as video, audio, and simulators [ 1 , 4 , 6 ].…”

Section: Introductionmentioning

confidence: 99%

The Utility of Virtual Patient Simulations for Clinical Reasoning Education

Watari

Tokuda²,

Owada

et al. 2020

IJERPH

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Virtual Patient Simulations (VPSs) have been cited as a novel learning strategy, but there is little evidence that VPSs yield improvements in clinical reasoning skills and medical knowledge. This study aimed to clarify the effectiveness of VPSs for improving clinical reasoning skills among medical students, and to compare improvements in knowledge or clinical reasoning skills relevant to specific clinical scenarios. We enrolled 210 fourth-year medical students in March 2017 and March 2018 to participate in a real-time pre-post experimental design conducted in a large lecture hall by using a clicker. A VPS program (®Body Interact, Portugal) was implemented for one two-hour class session using the same methodology during both years. A pre–post 20-item multiple-choice questionnaire (10 knowledge and 10 clinical reasoning items) was used to evaluate learning outcomes. A total of 169 students completed the program. Participants showed significant increases in average total post-test scores, both on knowledge items (pre-test: median = 5, mean = 4.78, 95% CI (4.55–5.01); post-test: median = 5, mean = 5.12, 95% CI (4.90–5.43); p-value = 0.003) and clinical reasoning items (pre-test: median = 5, mean = 5.3 95%, CI (4.98–5.58); post-test: median = 8, mean = 7.81, 95% CI (7.57–8.05); p-value < 0.001). Thus, VPS programs could help medical students improve their clinical decision-making skills without lecturer supervision.

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Turning around a medical education conference: Ottawa 2020 in the time of COVID‐19

Cited by 16 publications

References 0 publications

Impact of COVID-19 on health profession education in Singapore: Adoption of innovative strategies and contingencies across the educational continuum

Impact of COVID-19 on health profession education in Singapore: Adoption of innovative strategies and contingencies across the educational continuum

Educación médica en tiempos de pandemia por SARS-CoV2

The Utility of Virtual Patient Simulations for Clinical Reasoning Education

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