The Resource Costs of Maintaining Learner Utilization of a Simulation Center During the COVID-19 Pandemic

2021 ◽  
pp. 000313482110586
Author(s):  
Anastasios T. Mitsakos ◽  
Eftechios Xanthoudakis ◽  
William Irish ◽  
Walter C. Robey ◽  
Rebecca M. Gilbird ◽  
...  
Keyword(s):  
Medical Students ◽  
Online Education ◽  
Subgroup Analysis ◽  
Simulation Training ◽  
Surgical Simulation ◽  
Negative Impact ◽  
The Third ◽  
Contact Hours ◽  
Simulation Center ◽  
Academic Year

Background Despite advances in online education during the COVID-19 pandemic, its impact on surgical simulation remains unclear. The aim of this study was to compare the costs and resources required to maintain simulation training in the pandemic and to evaluate how it affected exposure of medical students to simulation during their surgical clerkship. Methods The number of learners, contact hours, staff hours, and costs were collected from a multi-departmental simulation center of a single academic institution in a retrospective fashion. Utilization and expenditure metrics were compared between the first quarter of academic years 2018-2020. Statistical analysis was performed to evaluate potential differences between overall resource utilization before and during the pandemic, and subgroup analysis was performed for the resources required for the training of the third-year medical students. Results The overall number of learners and contact hours decreased during the first quarter of the academic year 2020 in comparison with 2019 and 2018. However, the staff hours increased. In addition, the costs for PPE increased for the same periods of time. In the subgroup analysis of the third-year medical students, there was an increase in the number of learners, as well as in the staff hours and in the space required to perform the simulation training. Discussion Despite an increase in costs and resources spent on surgical simulation during the pandemic, the utilization by academic entities has remained unaffected. Further studies are required to identify potential solutions to lower simulation resources without a negative impact on the quality of surgical simulation.

scholarly journals 1326 Otorhinolaryngology Education and Training Innovation: A Literature Review of the Academic Year 2019-2020

2021 ◽  
Vol 108 (Supplement_6) ◽  
Author(s):  
J O'Hanlon ◽  
J McKenna ◽  
J Chan
Keyword(s):  
Medical Students ◽  
Educational Research ◽  
Surgical Simulation ◽  
Teaching Method ◽  
Negative Impact ◽  
3D Models ◽  
Education And Training ◽  
Original Research ◽  
Academic Year ◽  
And Training

Abstract Aim We aimed to summarise the literature on educational research and training in otorhinolaryngology during the academic year of 2019-2020. Method A literature search was conducted on Medline, Embase and Cochrane in accordance with PRISMA guidelines for ““(ENT or otorhino* or otolaryngo* or (ear, nose, and throat)) and (educat* or train or training or teach*)””. The search was conducted independently on 13/09/20 by two authors (JOH, JM), any discrepancy was further reviewed by a third author (JC). All original research papers published between 2019-2020 were included. Results 68 papers were included in our study. Educational research this year shifted focus on how to combat the negative impact of COVID-19 on otorhinolaryngology teaching. Although many of the interventions created for postgraduate and undergraduate education have not been formally assessed, virtual electives for medical students were found to increase interest and knowledge in the specialty. Surgical simulation represented the most common teaching method reported aside from COVID-19. 3D models were used for emergency training with an aim to increase trainee exposure to an anterior neck abscess, retrobulbar haematoma and paediatric tracheostomy. 3D models were positively rated for face and content validity and gave statistically significant improvements in confidence for trainees. Conclusions The otorhinolaryngology training in 2019-2020 has changed massively due to the pandemic. Improving on virtual learning and adapting simulation training are the key to maintain a positive learning environment for medical students and doctors in the short term. Research on the effect of COVID-19 on otorhinolaryngology education and training will be the focus in 2021.

scholarly journals Impact of COVID-19 on the Mental Health of Medical Students in Portugal

2021 ◽  
Vol 11 (10) ◽  
pp. 986
Author(s):  
Ricardo Campos ◽  
Vânia Pinto ◽  
Daniela Alves ◽  
Celina Pires Rosa ◽  
Henrique Pereira
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Negative Impact ◽  
Statistical Processing ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Face To Face ◽  
Anonymous Questionnaire ◽  
The Impact ◽  
Academic Year

(1) Background: The purpose of this article is to assess the impact of the COVID-19 pandemic on the mental health of medical students in Portugal in the period after returning to face-to-face classes during the COVID-19 pandemic, in the 2020/2021 academic year. (2) Methods: We conducted an observational, descriptive, and cross-sectional study, between December 2020 and February 2021 with a representative sample of Portuguese medical students (n = 649), applying an anonymous questionnaire which was composed by a sociodemographic characterization, The Brief Symptoms Inventory–18, The Fear of COVID-19 Scale and the Negative Impact Assessment Scale. For statistical processing, Statistical Package for Social Sciences (SPSS ©) was used. (3) Results: 65.3% of participants said that self-perceived relevant anxiety symptoms, and around 10% said that they had a physical or a mental illness diagnosis. Significant differences (p < 0.05) were found for Fear of COVID-19, Somatization, Anxiety and Overall Mental Health, indicating that women, students from the 1st and last years of training had higher scores. Age, year of training, Fear of COVID-19 and Negative Impact of COVID-19 were significant predictors of overall mental health. (4) Conclusion: In our sample of Portuguese medical students, age, year of training, but mostly fear of COVID-19 and the negative impact of COVID-19 contributed to mental health symptoms.

scholarly journals Experience with forced transition to online learning during the COVID-19 pandemic: Students’ cognitive performance and their perceptions of teaching

2021 ◽  
Vol 6 (3) ◽  
pp. 45-55
Author(s):  
Nathalie Khoueiry Zgheib ◽  
Ahmed Ali ◽  
Ramzi Sabra
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Medical Students ◽  
Online Education ◽  
Negative Impact ◽  
Mode Of Delivery ◽  
Advantages And Disadvantages ◽  
Survey Questions ◽  
Rapid Transition ◽  
Performance And Evaluation

Introduction: The forced transition to online learning due to the COVID-19 pandemic has impacted medical education significantly. Methods: In this paper, the authors compare the performance of Year 1 and 2 classes of medical students who took the same courses either online (2019-2020) or face-to-face (2018-2019), and compare their evaluation of these courses. The authors also present results of three survey questions delivered to current Year 1 medical students on the perceived advantages and disadvantages of online learning and suggestions for improvement. Results: Performance and evaluation scores of Year 1 and 2 classes was similar irrespective of the mode of delivery of the course in question. 30 current (2019-2020) Year 1 students responded to the survey questions with a response rate of 25.4%. Some of the cited disadvantages had to do with technical, infrastructural and faculty know-how and support. But the more challenging limitations had to do with the process of learning and what facilitates it, the students’ ability to self-regulate and to motivate themselves, the negative impact of isolation, loss of socialisation and interaction with peers and faculty, and the almost total lack of hands-on experiences. Conclusion: Rapid transition to online learning did not affect student knowledge acquisition negatively. As such, the sudden shift to online education might not be a totally negative development and can be harnessed to drive a more progressive medical education agenda. These results are particularly important considering the several disadvantages that the students cited in relation to the online delivery of the courses.

scholarly journals Medical Students Immersed in a Hyper-Realistic Surgical Training Environment Leads to Improved Measures of Emotional Resiliency by Both Hardiness and Emotional Intelligence Evaluation

2020 ◽  
Vol 11 ◽  
Author(s):  
Allana White ◽  
Isain Zapata ◽  
Alissa Lenz ◽  
Rebecca Ryznar ◽  
Natalie Nevins ◽  
...  
Keyword(s):  
Emotional Intelligence ◽  
Medical Students ◽  
Simulation Training ◽  
Surgical Simulation ◽  
The United States ◽  
Mass Casualty ◽  
Assessment Tools ◽  
Training Environment ◽  
Training Course ◽  
Intelligence Scores

BackgroundBurnout is being experienced by medical students, residents, and practicing physicians at significant rates. Higher levels of Hardiness and Emotional Intelligence may protect individuals against burnout symptoms. Previous studies have shown both Hardiness and Emotional IntelIigence protect against detrimental effects of stress and can be adapted through training; however, there is limited research on how training programs affect both simultaneously. Therefore, the objective of this study was to define the association of Hardiness and Emotional Intelligence and their potential improvement through hyper realistic immersion simulation training in military medical students.MethodsParticipants in this study consisted of 68 second year medical students representing five medical schools who were concurrently enrolled in the United States military scholarship program. During a six day hyper-realistic surgical simulation training course, students rotated through different roles of a medical team and responded to several mass-casualty scenarios. Hardiness and Emotional Intelligence were assessed using the Hardiness Resilience Gauge (HRG) and the Emotional Quotient Inventory (EQ-I 2.0) respectively, at two time points: on arrival (pre-event) and after completion of the course (post-event).ResultsHardiness and Emotional Intelligence scores and sub scores consistently improved from pre-event to post-event assessments. No difference in training benefit was observed between genders but differences were observed by age where age was more often associated with Emotional Intelligence. In addition, factor analysis indicated that the HRG and EQ-I 2.0 assessment tools measured predominately different traits although they share some commonalities in some components.ConclusionThis study indicates that Hardiness and Emotional Intelligence scores can be improved through immersion training in military medical students. Results from this study support the use of training course interventions and prompt the need for long term evaluation of improvement strategies on mitigating burnout symptoms.

The organization of practical training of medical students in the context of the COVID — 2019 pandemic

2020 ◽  
pp. 39-44
Author(s):  
M. Vedunova ◽  
O. Abaeva
Keyword(s):  
Medical Students ◽  
Practical Training ◽  
Educational Activities ◽  
Traditional Form ◽  
Simulation Center ◽  
Academic Year

The article is devoted to the problems of organizing practical training of medical students of the first, second and third years of study in the conditions of the COVID-19 pandemic. The authors note that the best option is to organize practical training of students on the basis of a simulation center with the involvement of nurses and doctors of medical organizations in educational activities. At the same time, the authors consider this measure forced and Express hope for the continuation of the traditional form of practical training in the next academic year.

scholarly journals Letter to the Editor Regarding "Survey among Medical Students during COVID-19 Lockdown: The Online Class Dilemma"

2020 ◽  
Vol 8 (3) ◽  
pp. 314-315
Author(s):  
Akshara Mavunkal Thampan ◽  
Davis Thomas Pulimoottil ◽  
Angel Cham Philip
Keyword(s):  
Medical Students ◽  
Online Education ◽  
Medical Curriculum ◽  
Negative Impact ◽  
Clinical Skills ◽  
Faculty Training ◽  
Online Classes ◽  
Specific Content ◽  
Free Data ◽  
E Learning

Neither students nor teachers were prepared for a sudden shift from traditional classroom learning to e-learning without any extensive planning and faculty training. In countries like India, the vast majority of students are underprivileged to access e-learning facilities. To overcome this, special schemes that provide free data daily to attend online classes may be considered. Medical students are also concerned about acquiring practical clinical skills that cannot be provided through e-learning. The drastic reduction in their patient contact time, time spent in wards learning clinical skills, and bedside teaching may have a negative impact on the confidence of medical students with regard to their future career skills. The indefinite extension of their courses is also a concern, as universities have failed to provide appropriate clarity in their communications. Immediate measures need to be instituted so that the efforts of online education may bear fruit. Medical students are a natural reservoir of volunteers and they offer a vast wealth of potential which can be put to use in times of crisis. To harness this potential, medical students should be prepared adequately. The inclusion of “pandemic/crisis specific” content in the medical curriculum may prove to be helpful in tackling these situations in future. This will also help the students to complete their transition from a ‘student’ to a ‘doctor’.

Surgical Residents’ Perception of Simulation Training

2006 ◽  
Vol 72 (6) ◽  
pp. 521-524 ◽  
Author(s):  
K. Brian Boyd ◽  
Jake Olivier ◽  
J.R. Salameh
Keyword(s):  
General Surgery ◽  
Simulation Training ◽  
Surgical Simulation ◽  
Response Rate ◽  
Laparoscopic Skills ◽  
Surgical Residency ◽  
Training Tool ◽  
Surgical Residents ◽  
Simulation Center ◽  
Junior Residents

Laparoscopic surgical simulation is a valuable and validated training tool. We examined its perception and use among general surgery residents at our institution. Questionnaires were sent to all 29 general surgery residents with a 93 per cent response rate. Residents were divided into junior residents (JR; PGY 1–2) and senior residents (SR; PGY 3–5). JR spent more hours in the simulation center and completed their assigned tasks faster than SR (14 vs 52 days). Thirty-three per cent of SR felt that simulation training should be limited to JR in contrast to only 8 per cent of JR. However, 93 per cent of residents agreed that the program improved their laparoscopic skills. Most residents feel that simulation training is essential and mandatory in current surgical residency (75% of JR and 67% of SR) and needs to be extended to open surgery (67% JR and 60% SR). Seventy-five per cent of JR, but only 13 per cent of SR, feel that residents’ involvement in procedures should be based on performance in surgical simulation. JR ranked simulation training first in useful ways to learn new skills, whereas SR ranked proctorship highest. JR have a higher use of simulation training and a higher perception of its utility.

Early Clinical Responsibility for Medical Students

1971 ◽  
Vol 2 (4) ◽  
pp. 308-313 ◽  
Author(s):  
Gerald Adler
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Postgraduate Medical Education ◽  
Psychiatric Inpatient ◽  
Anxiety And Depression ◽  
Inpatient Service ◽  
The Third ◽  
Clinical Responsibility ◽  
Fourth Year Medical Students ◽  
Academic Year

Trends in medical education point to accelerated training in medical schools and postgraduate medical education. In a shortened curriculum, opportunities for major clinical responsibility may decrease, though it is generally acknowledged that medical students learn most effectively when given such responsibility. This paper presents the results of a questionnaire evaluating the experience of third- and fourth-year medical students who assumed major clinical responsibility on a short-term psychiatric inpatient service in a general hospital. An open-ended questionnaire was sent to the twenty-seven medical students who were on the service during the 1968–69 academic year. All but one student in each year described a positive experience in assuming major clinical responsibility. An important finding was that much anxiety and depression were present in both years, particularly in the third year. One of the implications of this study is the possibility that major patient responsibility for medical students can be successful even earlier than the third year in psychiatry and other clinical areas provided that the staff can anticipate and supportively help the students with their probably even greater anxiety and depression.

Journey to the Advisor Within: Exploring Challenge, Transformation and Evolution in Advisor Stories

Relay Journal ◽  
2019 ◽  
pp. 319-322
Author(s):  
Gamze Güven-Yalçın ◽  
Stephanie Lea Howard ◽  
Hatice Karaaslan
Keyword(s):  
Language Learning ◽  
Reflective Practice ◽  
Message Board ◽  
Initial Experiment ◽  
Narrative Style ◽  
The Third ◽  
Visual Message ◽  
Knowledge And Practice ◽  
The Individual ◽  
Academic Year

In the Reflective Practice column of the third issue of the Relay Journal, Yamamoto (2019) remarked on the importance of creating a platform for advisors to voice their views, feelings, and experiences, and suggested a need for more reflective narratives to be posted from different social, historical, and cultural contexts in order to provide an intimate view inside advising sessions, thereby offering a better understanding of said advising practices. The aim was to create a forum where advisors could learn from each other, and ultimately, everyone could mutually benefit from the experiences shared. To further this innovative research into Advising in Language Learning (ALL), the initial experiment by language advsiors at Kanda has been replicated in a different setting with four learning advisors from Ankara Yıldırım Beyazıt University, Turkey. The design used by the advisors at Kanda, a narrative style adopted while telling the stories, has been expanded to include a visual message board to which 20 learning advisors have contributed with their short reflective captions on their advisor selves. Additionally, the theme used by the advisors at Kanda, “the most memorable advising experience of this academic year” has been altered in our case to avoid repetition and to allow reflection on different aspects of the advising experiences. Thus, our narratives and the visual message board will examine two different themes: (1) How has advising affected you? (2) How do you define yourself as an advisor? Four narratives have elaborated on the first theme of the influence of advising knowledge and practice on the individual advisors, and the visual message board includes 20 images with reflective captions on the second theme of defining advisor identities.

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