Virtual Morning Report during COVID‐19: A novel model for case‐based teaching conferences

Murdock, H. Moses; Penner, John C.; Le, Stephenie; Nematollahi, Saman

doi:10.1111/medu.14226

Cited by 62 publications

(74 citation statements)

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“…In Canada, local COVID-19 restrictions limited group gatherings (Keegan et al 2020) and learners were withdrawn from clinical placements (Boodman et al 2020; Haines et al 2020; Johnston et al 2020). In the United States, the Centre for Disease Control and Prevention recommended implementation of physical distancing and cancellation of all gatherings of more than 10 people (Almarzooq et al 2020;Murdock et al 2020). Face-to-face didactic education was suspended first (Calhoun et al 2020;Hannon et al 2020) and then, the Association of American Medical Colleges recommended suspension of all direct patient contact responsibilities for medical students (Soled et al 2020).…”

Section: Geographical Location and Local Covid-19 Specific Detailsmentioning

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%

“…Boodman et al 2020;Fernandez-Altuna et al 2020;Keegan et al 2020;Lapolla and Mingoli 2020;Murdock et al 2020;Rose et al 2020;Samarasekera et al 2020) describe educational interventions with large participant groups of over 1000. Thirteen studies(Blake et al 2020;Boursicot et al 2020;Calhoun et al 2020;Choi et al 2020;Cleland et al 2020;Gaber et al 2020;Haines et al 2020;Hannon et al 2020;Kang et al 2020;Kanneganti et al 2020;Rasmussen et al 2020;Singh et al 2020;Soled et al 2020) describe interventions with participant groups between 26 and 1000 (min ¼ 32, max ¼ 906, median ¼ 108).…”

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confidence: 99%

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

et al. 2020

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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.

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Section: Geographical Location and Local Covid-19 Specific Detailsmentioning

confidence: 99%

Section: Quality Of Reporting For the Educational Developmentmentioning

confidence: 99%

mentioning

confidence: 99%

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

et al. 2020

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“…Murdock and colleagues describe a multi-institutional virtual morning report format that they developed to continue education for trainees via Zoom. 20 The morning report consisted of a clinical-educational facilitator and two groups of residents and medical students as either audiovisual “active participants” or non-audiovisual “passive” participants. The passive participants were engaged in the case using the Zoom chat function, and a facilitator could filter comments and create synchronous communication between active and passive participants.…”

Section: Innovative Learning Modalities Used To Continue Clinical Medmentioning

confidence: 99%

A virtual COVID-19 ophthalmology rotation

Wendt

Abdullah

Barrett

et al. 2021

Survey of Ophthalmology

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The coronavirus (COVID-19) pandemic temporarily suspended medical student involvement in clinical rotations, resulting in the need to develop virtual clinical experiences. The cancellation of clinical ophthalmology electives and away rotations reduces opportunities for exposure to the field, to network with faculty, conduct research, and prepare for residency applications. We review the literature and discuss the impact and consequences of COVID-19 on undergraduate medical education (UME) with an emphasis on ophthalmic UME. We also discuss innovative learning modalities used from medical schools around the world during the COVID-19 pandemic such as virtual didactics, online cases, and telehealth. Finally, we describe a novel, virtual neuro-ophthalmology elective created to educate medical students on neuro-ophthalmology foundational principles, provide research and presentation opportunities, and build relationships with faculty members. These innovative approaches represent a step forward in further improving medical education in ophthalmology during COVID-19 and beyond.

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“…The use of video platforms for learning conferences has been implemented by multiple institutions during the COVID-19 pandemic to facilitate trainee education [3]. We have successfully applied this at our institution to promote fellow education by broadcasting movement disorder video rounds and educational lectures on video platform.…”

mentioning

confidence: 99%