Virtual Cafes: An Innovative Way for Rapidly Disseminating Educational Best Practices and Building Community During COVID-19

Blankenburg, Rebecca; Poitevien, Patricia; Rey, Javier González del; Degnon, Laura

doi:10.1016/j.acap.2020.05.025

Cited by 14 publications

(11 citation statements)

References 2 publications

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“…After their GARQ assessments, students provided written feedback on curricular improvements and perceived limitations of online NPT. Student feedback provides a particularly useful starting point for future curricular development and refinement in order to make online learning work well for students (Chen et al, 2005 ; Pinder et al, 2008 ; Evans et al, 2020 ; Geraghty et al, 2020 ). Students are key stakeholders in their own educational resources; as more medical curricula incorporate online learning in the post‐pandemic era, educators should continue to seek student feedback, given the current rapid digital transition (Reyna, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

Thom

Kimble

Qua

et al. 2021

Anatomical Sciences Ed

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In response to the Covid-19 pandemic, medical educators have transformed pre-clerkship anatomy curricula to online formats. The purpose of this study was to evaluate the effectiveness and student perceptions of an online near-peer anatomy curriculum. The classes of 2022 and 2023 completed identical foundational anatomy curricula in-person, whereas the class of 2024 completed an adapted curriculum for remote online learning. Quantitative and qualitative responses were used to compare attitudes between instructional methods. Assessment scores and evaluation survey responses were collected from the classes of 2022 (n = 185), 2023 (n = 184), and 2024 (n = 183). Mean assessment scores (± SD) for the classes of 2022, 2023, and 2024 were 93.64% (±5.86), 93.75% (±4.09), and 92.04% (±4.83), respectively. Post-hoc group comparisons showed the class of 2024 scored significantly lower than the two previous classes [2022: (H(1) = 18.58, P < 0.001), 2023: (H(1) = 18.65, P < 0.001)]. Mean survey results concerning curriculum quality were 4.06 / 5.00 for the class of 2023 and 3.57 / 5.0 for the class of 2024 (t(365) = 2.67, P = 0.008). Considering a small effect size (η 2 = 0.034), there was no meaningful difference in student assessment scores. A potential drawback of online near-peer anatomy teaching remains in student perceptions of course quality; qualitative feedback suggested technological limitations and perceptions of online course instructors were partly responsible for lower student satisfaction. Following the Covid-19 pandemic, medical educators should incorporate the lessons learned from this unique educational inflection point to improve curricula moving forward.

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Section: Discussionmentioning

confidence: 99%

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

Thom

Kimble

Qua

et al. 2021

Anatomical Sciences Ed

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“…APPD, COMSEP, CoPS, and AMSPDC developed a series of Virtual Cafes to provide an opportunity for programs to share best practices in virtual recruitment. 10 A group of over 20 program coordinators formed the APPD Recruitment Resource Toolkit Development Team and compiled an extensive collection of tools to support virtual recruitment and the professional development of program learners and leaders. 11 Second, we provided programs with guidance about conducting virtual interviews.…”

Section: Helping Learners Navigate the Virtual Interview Processmentioning

confidence: 99%

National Pediatric Experience With Virtual Interviews: Lessons Learned and Future Recommendations

et al. 2021

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This is a prepublication version of an article that has undergone peer review and been accepted for publication but is not the final version of record. This paper may be cited using the DOI and date of access. This paper may contain information that has errors in facts, figures, and statements, and will be corrected in the final published version. The journal is providing an early version of this article to expedite access to this information. The American Academy of Pediatrics, the editors, and authors are not responsible for inaccurate information and data described in this version.

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“…Therefore, adaptation to the changing environment was unavoidable. Major physical accessibility restrictions were instituted in education, resulting in a shift to virtual learning modalities (Blankenburg et al, 2020; Evans et al, 2020). The education system did not have a preparedness plan for this rapid transition to remote learning, causing many challenges within anatomy education (Johnson et al, 2020; Van Nuland et al, 2020).…”

Section: Life Cycle Analysismentioning

confidence: 99%

Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid‐19 Pandemic

Baptiste

2021

Anatomical Sciences Ed

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This article explores the effects of the coronavirus disease 2019 (Covid‐19) pandemic on the evolution of both physical and digital cadavers within the unique ecosystem of the anatomy laboratory. A physical cadaver is a traditional and established learning tool in anatomy education, whereas a digital cadaver is a relatively recent phenomenon. The Covid‐19 pandemic presented a major disturbance and disruption to all levels and types of education, including anatomy education. This article constructs a conceptual metaphor between a typical anatomy laboratory and an ecosystem, and considers the affordances, constraints, and changing roles of physical and digital cadavers within anatomy education through an ecological lens. Adaptation of physical and digital cadavers during the disturbance is analyzed, and the resiliency of digital cadaver technology is recognized. The evolving role of the digital cadaver is considered in terms of increasing accessibility and inclusivity within the anatomy laboratory ecosystem of the future.

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Virtual Cafes: An Innovative Way for Rapidly Disseminating Educational Best Practices and Building Community During COVID-19

Cited by 14 publications

References 2 publications

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

Is remote near‐peer anatomy teaching an effective teaching strategy? Lessons learned from the transition to online learning during the Covid‐19 pandemic

National Pediatric Experience With Virtual Interviews: Lessons Learned and Future Recommendations

Digital Feast and Physical Famine: The Altered Ecosystem of Anatomy Education due to the Covid‐19 Pandemic

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