86 Virtual MacPeds: Leveling up to the new virtual reality of medical education

Abstract Primary Subject area Medical Education Background The COVID-19 pandemic and physical distancing measures limited in-person learning experiences for resident postgraduate learners through mandated social distancing measures. Our training program responded by creating online synchronous and asynchronous learning opportunities to supplement learning and replace lost experiences. Virtual MacPeds is an online curriculum created using Kern’s six-step approach to curriculum development to supplement resident learning during COVID-19. The curriculum included online lectures, a live teaching calendar that includes links to sessions across rotations and subspecialties, and a resource rolodex with links to online learning materials. Objectives The purpose of this study is to evaluate the components of the Virtual MacPeds curriculum that were most useful to residents. Design/Methods Virtual MacPeds was piloted from March 2020 to June 2020 to 51 core pediatric residents in PGY1-4. The Kirkpatrick Model for learning evaluation was used to assess resident reaction to the implementation of the curriculum. A voluntary online survey was emailed to residents with the opportunity to respond from June to July 2020. Descriptive statistics were used to assess learner engagement and perception of the curriculum. Results Resident response rate was 38.2% (n=20, PGY1 =8, PGY2 =6, PGY3=5, PGY4=1). 95% of respondents had reduced in-person teaching sessions during COVID-19 and 80% had impacted clinical rotations (self-isolation, virtual care, patient volumes). Prior to Virtual MacPeds, 65% used online educational resources. 95% used the curriculum, all of whom found it helpful in fulfilling Royal College learning objectives. 85% of participants attended the online lectures - those who did not attend noted schedule conflict. 100% would use Virtual MacPeds in the future. Participants noted that Virtual MacPeds should include a live teaching schedule (100%), online lectures (84.2%), self-study modules (73.7%), resource rolodex (52.6%) with suggestions for recorded lectures (89.5%) and simulations (57.9%). Conclusion Virtual MacPeds is an acceptable and useful supplement to resident learning during COVID-19. Useful elements of the curriculum include online lectures, a live teaching schedule, resource rolodex and self-study modules.

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10. Designing an online curriculum supporting risk management and patient safety

Clinical & Investigative Medicine ◽

10.25011/cim.v30i4.2770 ◽

2007 ◽

Vol 30 (4) ◽

pp. 33

Author(s):

T. Gondocz ◽

G. Wallace

Keyword(s):

Risk Management ◽

Medical Education ◽

Patient Safety ◽

Online Learning ◽

Online Courses ◽

Learning System ◽

Online Curriculum ◽

For Profit ◽

Not For Profit ◽

Managing Risk

The Canadian Medical Protective Association (CMPA) is a not for profit mutual defence organization with a mandate to provide medico-legal assistance to physician members and to educate health professionals on managing risk and enhancing patient safety. To expand the outreach to its 72,000 member physicians, the CMPA built an online learning curriculum of risk management and patient safety materials in 2006. These activities are mapped to the real needs of members ensuring the activities are relevant. Eight major categories were developed containing both online courses and articles. Each course and article is mapped to the RCPSC's CanMEDS roles and the CFPC's Four Principles. This poster shares the CMPA’s experience in designing an online patient safety curriculum within the context of medico-legal risk management and provides an inventory of materials linked to the CanMEDS roles. Our formula for creation of an online curriculum included basing the educational content on real needs of member physicians; using case studies to teach concepts; and, monitoring and evaluating process and outcomes. The objectives are to explain the benefits of curricular approach for course planning across the continuum in medical education; outline the utility of the CanMEDS roles in organizing the risk management and patient safety medical education curriculum; describe the progress of CMPA's online learning system; and, outline the potential for moving the curriculum of online learning materials and resources into medical schools.

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Perceptions of a Remote Learning Pathology Elective for Advanced Clinical Medical Students

Academic Pathology ◽

10.1177/23742895211006846 ◽

2021 ◽

Vol 8 ◽

pp. 237428952110068

Author(s):

Kara S. Tanaka ◽

Rageshree Ramachandran

Keyword(s):

Medical Students ◽

Learning Environment ◽

Online Survey ◽

Learning Goals ◽

Asynchronous Learning ◽

Self Directed Learning ◽

Anatomic Pathology ◽

Institutional Review ◽

Clinical Clerkships ◽

Remote Learning

In mid-March 2020, our institution removed most medical students from in-person clinical clerkships due to the COVID-19 pandemic. The Department of Pathology responded by transitioning a fourth-year clinical elective to an all-remote format composed of synchronous didactics, daily clinical sign-out utilizing digital microscopy, and asynchronous learning materials. Thirty-seven medical students completed 2- or 4-week anatomic pathology electives tailored to meet their career goals and allowing them to progress toward graduation. Institutional Review Board approval was granted to survey students’ perceptions of engagement in the remote learning environment. Quantitative and qualitative data were collected using a standardized school-wide end-of-rotation survey, an online survey developed by the authors, and students’ self-directed learning goals. End-of-rotation data showed the remote pathology course performed well (4.88 of possible 5) when compared to all advanced clinical clerkships (4.51, n = 156 courses), all elective rotations (4.41, n = 50 courses), and the traditional in-person pathology elective (4.73). Core strengths in the virtual environment included high educational value, flexibility of content and schedule, organization, tailoring to an individual’s learning goals, and a positive education environment. Deficits included the inability to gross surgical specimens, inadequate observation or feedback about students’ skills, and impaired social connections. Areas for improvement included requests for in-person experiences and development of themed tracks for career exploration. Many aspects of anatomic pathology appear well-suited to the remote learning environment. While the remote model may not be sufficient for students pursuing careers in pathology, it can be adapted to increase nonpathologists’ understanding of interdisciplinary clinical collaboration with pathologists.

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E-learning in postgraduate urology training: a Covid-19 pandemic experience

Journal of the Pakistan Medical Association ◽

10.47391/jpma.1698 ◽

2022 ◽

Vol 71 (12) ◽

Author(s):

Mudassir Hussain ◽

Abdul Khalique ◽

Pardeep Kumar ◽

Asad Shehzad Hassan ◽

Altaf Hashmi ◽

...

Keyword(s):

Medical Education ◽

Learning Experience ◽

Online Resources ◽

New Methods ◽

Online Lectures ◽

E Learning ◽

The Subject ◽

Online Tests ◽

The Way

Since the declaration of a COVID-19 pandemic in March 2020 teaching institutions started the process of adjusting to the new challenge. Medical education could not be imparted the way it used to be and some new methods had to be taken to adapt to the pandemic. At our institute, each week two lectures were recorded and later uploaded on the Youtube Channel and shared with students. This was followed by an MCQs based test using Google forms. Ten lectures were delivered in 5 weeks to 55 participants. Majority of residents agreed that this activity increased their knowledge of the subject and opted to continue it in future. With help of short online lectures (< 30 mins) and short online tests (5 MCQs), the learning experience of residents can be enhanced. In future, more online resources can be used to incorporate this method of teaching.

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The usage pattern and willingness of undergraduate medical students for including social media platforms as a learning tool in medical education- an online survey

PERSPECTIVES IN MEDICAL RESEARCH - 2 ◽

10.47799/pimr.0801.03 ◽

2020 ◽

Vol 8 (1) ◽

pp. 11-17

Author(s):

Momin Kashif ◽

Mirza Nisar Baig

Keyword(s):

Social Media ◽

Medical Education ◽

Medical Students ◽

Online Survey ◽

Active Participation ◽

First Year ◽

Usage Pattern ◽

Undergraduate Medical Students ◽

Learning Tool ◽

Social Media Platforms

Background: The rapid growth and availability of smartphones and social media platforms (SMP) have changed the medical students' approach to learn and manage the information about their academic, personal and professional lives. Methods: An online survey was done in undergraduate medical students of PIMS, Karimnagar to collect information about usage pattern and perception of SMP, and willingness to participate for using SMP as a learning tool in medical education. Results: Total 433 (Females – 275) out of 600 students participated in the survey from the first year (125), secondyear (151) and third-year (157) MBBS students. Everyone is using some type of SMP. They find SMP nearly equal to lecture materials and subject notes as a useful learning tool and there was significantly increasing trend of perception of SMP being a useful learning tool from the first-year (79%), second-year (83%) to third-year (92%), (p=0.01). Almost 93% want to see SMP used at institute level in medical education. Female students (52.4%) are significantly more willing for active participation than male students (43%), p=0.04. First-year students (56%) are more ready for active participation followed by third (48.4%) and second (43.7%) year students, p=0.08. Conclusion: Most students are willing to include SMP in medical education as a learning tool and ready to participate in different activities if they get the required training. As all students have smartphones and efficiently utilizing different services on their devices, SMP can become an effective learning tool in medical education.

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149 Virtual Care: A Quality Improvement Project on the Experience of Paediatricians during the COVID-19 Pandemic

Paediatrics & Child Health ◽

10.1093/pch/pxab061.117 ◽

2021 ◽

Vol 26 (Supplement_1) ◽

pp. e102-e104

Author(s):

Emma McCrady ◽

Julie Strychowsky ◽

Jessica Woolfson

Keyword(s):

Quality Improvement ◽

Online Survey ◽

Local Level ◽

Standard Of Care ◽

Subject Area ◽

Future Research ◽

Improvement Project ◽

Diagnostic Uncertainty ◽

Virtual Care ◽

Practice Efficiency

Abstract Primary Subject area Practice/Office Management Background Prior to the COVID-19 pandemic, in-person visits were the standard of care for paediatricians at our centre. With the pandemic onset, virtual care (VC) was adopted at an unprecedented scale and pace. Studies have reported positive patient VC experience; however, few have explored physician experience. This quality improvement (QI) initiative sought to qualify the VC experience of local paediatricians during the pandemic, with the intention of implementing VC clinical practice changes at the department level. Objectives To determine key factors that have supported and challenged the adoption of, and that will support integration of, VC in the future. Design/Methods The Donabedian model for healthcare QI was used to evaluate VC experience through an online survey with a focus on structure, process, and outcome measures. All physicians affiliated with the Department of Paediatrics (generalists and subspecialists in medicine and surgery) were invited to participate via email. Three reminder emails were sent at 2-week intervals. Descriptive statistics were reported. Results The response rate was 32.3% (63 of 195 physicians). The majority of respondents were subspecialists (84.1%), and at academic centres (87.5%) (Table 1). Pre-pandemic, only 30.1% used VC and saw <10% of patients virtually. During March-May 2020, 93.8% transitioned to VC, with > 50% seeing over 75% of patients virtually. By summer 2020, VC use declined, but remained higher than pre-pandemic (53.6% seeing < 25% of patients). OTN and telephone were platforms most used (32.8% and 28.6%, respectively). Most conducted visits from their work location (55.2%) versus home (44.8%). VC experience was considered positive by most physicians (73.6%), and only 18.8% found VC difficult to use despite technical difficulties reported by 41.5% (Figure 1). Physicians with ≤ 5 years in practice were most likely to find VC convenient (93.8%). Challenges with VC included lack of physical exam, diagnostic uncertainty, lower patient volumes, and poor patient VC etiquette. Regardless of practice location, specialty, years in practice, and prior experience, 96% would continue VC to 25% of patients, ideally for patients who live far away (26.4%) and for follow-ups of patients with established diagnoses (21.4%). Conclusion A rapid transition to VC during the COVID-19 pandemic was associated with challenges but also positive experiences. Willingness to continue VC was high. VC experience could be improved with greater patient education and focus on select patient populations. Future research is needed to improve practice efficiency and to inform regulatory guidelines for VC at a local level.

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Attitude & belief towards mental illness and psychiatry as a faculty among medical students at International Medical University, Malaysia

BJPsych Open ◽

10.1192/bjo.2021.362 ◽

2021 ◽

Vol 7 (S1) ◽

pp. S125-S125

Author(s):

Debakanta Behera ◽

Ji Yen Ku

Keyword(s):

Mental Health ◽

Mental Illness ◽

Medical Education ◽

Medical Students ◽

Career Choice ◽

Online Survey ◽

Psychiatric Patients ◽

International Medical ◽

Early Exposure ◽

Medical University

AimsThird year Medical students from the International Medical University, Malaysia were assessed regarding their commonly held attitudes and beliefs for the mental illness in general as well as with respect to psychiatry as a faculty through a survey monkey based survey,BackgroundCommonly held perceptions and prejudices often can be overcame by education and early exposure to facts which also holds true with medical students and their attitude as well as expectations to psychiatry. Ever growing awareness regarding the Mental illness has helped but is unable to complete address the stigma and prejudices associated with it. Also Early exposure to psychiatry in medical education can provide a positive experience to medical students including germinating an interest in psychiatry as a career choice among the students.Method42 students of 3rd and 4th year medical school from International Medical University, Malaysia, some without any exposure to psychiatry, were participated in a survey created on a cloud based online survey link and responded to a questionnaire about the attitude and belief towards mental Illness as well as Psychiatry as a career choice. The results were analysed and data interpreted.ResultMost students (85%) though agreed that psychiatry is a rapidly expanding frontier of medicine sadly only 20% stated that it would be one of the top three career choice. Just under the 50% of the students stated that the psychiatric patients are more likely to harm others. About 95% felt that psychiatric consultations of patients with medical and surgical health problems would be helpful and 90% students shared that they would not feel embarrassed about someone from their family if diagnosed with mental illness.ConclusionPsychiatric exposure in medical education has been recognised as inadequate in general and often exposing medical students to psychiatry early helps improving the stigma and prejudices associated with mental illness. It will also give them sufficient exposure to assess the illness holistically keeping mental health in mind while treating physically ill people and also may inspire them to choose psychiatry as a career choice in a rapidly developing and conservative country such as Malaysia where mental health services are largely inadequate and is the second biggest health issue.

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Online teaching in radiology as a pilot model for modernizing medical education: results of an international study in cooperation with the ESR

Insights into Imaging ◽

10.1186/s13244-021-01092-5 ◽

2021 ◽

Vol 12 (1) ◽

Author(s):

Fabian Stoehr ◽

Lukas Müller ◽

Adrian P. Brady ◽

Carlo Catalano ◽

Peter Mildenberger ◽

...

Keyword(s):

Medical Education ◽

Online Teaching ◽

Online Courses ◽

International Study ◽

Survey Study ◽

Cross Sectional ◽

Online Curriculum ◽

Transmission Of Knowledge ◽

Pilot Model ◽

The Future

Abstract Background Due to the outbreak of the coronavirus disease 2019 (COVID-19), it proved necessary to rapidly change medical education from on-site to online teaching. Thus, medical educators were forced to rethink the purpose of teaching and the best form of transmission of knowledge. In cooperation with the European Society of Radiology (ESR), we investigated the attitudes of radiologists in Europe and North America toward innovative online teaching concepts. Methods In total, 224 radiologists from 31 different countries participated in our cross-sectional, web-based survey study. On a 7-point Likert scale, participants had to answer 27 questions about the online teaching situation before/during the pandemic, technical and social aspects of online teaching and the future role of online teaching in radiology. Results An overwhelming majority stated that radiology is particularly well-suited for online teaching (91%), that online teaching should play a more prominent role after the pandemic (73%) and that lecturers should be familiar with online teaching techniques (89%). Difficulties include a higher workload in preparing online courses (59%), issues with motivating students to follow online courses (56%) and the risk of social isolation (71%). Before the pandemic, only 12% of teaching was provided online; for the future, our participants deemed a proportion of approximately 50% online teaching appropriate. Conclusion Our participants are open-minded about online teaching in radiology. As the best way of transferring knowledge in medical education is still unclear, online teaching offers potential for innovation in radiology education. To support online teaching development, a structured, framework-based “online curriculum” should be established.

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Active Learning Through Discussion: ICAP Framework for Education in Health Professions

10.21203/rs.2.15764/v1 ◽

2019 ◽

Author(s):

Jaeseo Lim ◽

Hyunwoong Ko ◽

Jiwon Yang ◽

Songeui Kim ◽

Seunghee Lee ◽

...

Keyword(s):

Medical Education ◽

Active Learning ◽

Health Professions ◽

Mental Effort ◽

Mediation Model ◽

Interactive Engagement ◽

Self Study ◽

Post Test ◽

Bonferroni Test ◽

Practical Implications

Abstract Background The ICAP framework based on Cognitive Science posits four modes of cognitive engagement: Interactive, Constructive, Active, and Passive. Focusing on the wider applicability of discussion as interactive engagement in medical education, we investigated the effect of discussion when self-study preceded it and further investigated the effect of generating questions before discussions. Methods This study was conducted in the second semester of 2018, and 129 students majoring in health professions, including medicine, dentistry, veterinary medicine, and nursing, participated. The students were assigned into four different trial groups, who were asked to fill out a Subjective Mental Effort Questionnaire after completing each session. Their performance in post-test scores and their mental efforts were analyzed. Results A Bonferroni test for group comparison indicated that the self-study and question-generated group had the highest performance and that the lecture and question-received group had the lowest performance when comparing the total score. By using a mediation model, it was confirmed that the participants who showed a higher level of testing mental effort also showed higher levels of studying and discussion mental effort. Conclusions Our findings support the ICAP framework and provide practical implications for medical education, representing the fact that students learn more when they are involved in active learning activities, such as self-study and question generation, prior to discussions.

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P112 SMILE: Sustaining Medical Education In a Lockdown Environment.Using social media to develop a free online access medical education platform during lockdown

BJS Open ◽

10.1093/bjsopen/zrab032.111 ◽

2021 ◽

Vol 5 (Supplement_1) ◽

Author(s):

John Pascoe ◽

Paul Foster ◽

Muntasha Quddus ◽

Angeliki Kosti ◽

Francesca Guest ◽

...

Keyword(s):

Social Media ◽

Medical Education ◽

Online Survey ◽

Cost Effective ◽

User Comments ◽

Surgical Trainees ◽

Social Media Platforms ◽

Online Access ◽

Education Platform

Abstract Introduction SMILE is a free online access medical education (FOAMEd) platform created by two UK surgical trainees and a medical student that delivered over 200 medical lectures during lockdown. Method The role of Social Media in the development of SMILE was interrogated using a survey sent to all SMILE participants and by analysing activity on SMILE social media platforms. Results 1306 students responded to the online survey with 57.2% saying they heard of SMILE through Facebook. Engagement using facebook remained highest with 13,819 members, over 800 user comments and >16,000 user reactions. 4% of the students heard of SMILE through Twitter or Instagram. Facebook analytics revealed the highest level of traffic when lectures were most commonly held suggesting students used Facebook to access lectures. Other educators were able to find SMILE on social media, leading to collaborations with other platforms. Throughout the survey many mentioned how social media created and maintained a community of medical students enhancing group-based learning Conclusions We demonstrate that social media platforms provide popular and cost-effective methods to promote, sustain & deliver medical education for students and educators.

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75 Parental perspective about the health and development of their extremely preterm child

Paediatrics & Child Health ◽

10.1093/pch/pxab061.060 ◽

2021 ◽

Vol 26 (Supplement_1) ◽

pp. e55-e57

Author(s):

Audrey-Anne Milette ◽

Lindsay Richter ◽

Claude-Julie Bourque ◽

Annie Janvier ◽

Kate Robson ◽

...

Keyword(s):

Online Survey ◽

Birth Outcome ◽

Well Being ◽

Subject Area ◽

Common Source ◽

Perinatal Medicine ◽

Extremely Preterm ◽

Health And Development ◽

Parental Responses

Abstract Primary Subject area Neonatal-Perinatal Medicine Background Preterm birth outcome studies and clinical follow-up have traditionally focused on neurodevelopment. We previously showed in a selected sample of parents that they also valued other types of outcomes. Objectives This study aimed to validate these findings in a more diverse cohort by examining parental perspectives about the positive and negative aspects of their very preterm child’s health and development in relation to level of neurodevelopment impairment (NDI). Design/Methods Parents of children born < 29 weeks gestational age in 2016-2018 and seen at two Canadian neonatal follow-up clinics were invited to complete an online survey about their level of agreement with statements about their child’s health, development, and well-being. Parental responses in relation to their child’s level of NDI were examined using Kruskal-Wallis and chi-square for trends tests. Results 199 parental responses were obtained for 165 children (65% of eligible children). Of these children, 52%, 27% and 21% had, respectively, no, mild to moderate, and severe NDI. Development was the most common source of concerns (49%), followed by the child’s future (35%), and physical health (35%). Parents of children with severe NDI were more likely to express concerns than those with mild to moderate or no NDI. Parents rated their child’s health relatively high with a median score of 8/10 (range 3-10). Children with no NDI were given higher scores than those with NDI (p = 0.004). Regardless of level of NDI, almost all parents agreed with their child being happy (p = 1.000) and having a positive personality (p = 0.207). Figure 1 shows that parental concerns increased with level of NDI. Conclusion Parents of preterm children have a balanced perspective on their child’s outcome. Integrating their views when developing core sets of important outcomes for neonatal follow-up is critical.

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