scholarly journals Alternative approaches for clinical clerkship during the COVID-19 pandemic: online simulated clinical practice for inpatients and outpatients—A mixed method

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Hajime Kasai ◽  
Kiyoshi Shikino ◽  
Go Saito ◽  
Tomoko Tsukamoto ◽  
Yukiko Takahashi ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Clinical Skills ◽  
Simulated Patients ◽  
Memory Retention ◽  
Advantages And Disadvantages ◽  
Medical Interviews ◽  
The Impact

Abstract Background The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online simulated clinical practice (online-sCP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online-sCP using a learning management system (LMS) and online meeting system facilitated by a supervising physician. Methods The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as an outpatient and a student acted as the doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed-method design was implemented. Medical students self-assessed their clinical competence before and after the online-sCP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice. Results Forty-three students completed the online-sCP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-sCP. Students using sEHR reported significant improvement in writing daily medical records and medical summaries. Students using e-PBL and online-VMI reported significant improvement in medical interviews and counseling. Students also indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities like professionalism than the online-sCP. Eight FGIs were conducted (n = 42). The advantages of online-sCP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-sCP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load). Conclusions Online-sCP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.

scholarly journals Alternative approaches for clinical clerkship during the COVID-19 pandemic: Online clinical practice for inpatients and outpatients—A mixed method

2020 ◽  
Author(s):  
Hajime Kasai ◽  
Kiyoshi Shikino ◽  
Go Saito ◽  
Tomoko Tsukamoto ◽  
Yukiko Takahashi ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Learning Environment ◽  
Mixed Method ◽  
Clinical Skills ◽  
Simulated Patients ◽  
Memory Retention ◽  
Advantages And Disadvantages ◽  
Medical Interviews ◽  
The Impact

Abstract Background: The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online simulated clinical practice (online-sCP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online-sCP using a learning management system (LMS) and online meeting system facilitated by a supervising physician.Methods: The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as an outpatient and a student acted as the doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed-method design was implemented. Medical students self-assessed their clinical competence before and after the online-sCP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice.Results: Forty-three students completed the online-sCP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-sCP. Students using sEHR reported significant improvement in writing daily medical records and medical summaries. Students using e-PBL and online-VMI reported significant improvement in medical interviews and counseling. Students also indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities like professionalism than the online-sCP. Eight FGIs were conducted (n = 42). The advantages of online-sCP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-sCP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load).Conclusions: Online-sCP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.

scholarly journals Alternative approaches for clinical clerkship during the COVID-19 pandemic: Online clinical practice for inpatients and outpatients - A mixed method -

2020 ◽  
Author(s):  
Hajime Kasai ◽  
Kiyoshi Shikino ◽  
Go Saito ◽  
Tomoko Tsukamoto ◽  
Yukiko Takahashi ◽  
...  
Keyword(s):  
Clinical Practice ◽  
Medical Students ◽  
Learning Environment ◽  
Clinical Performance ◽  
Clinical Skills ◽  
Simulated Patients ◽  
Memory Retention ◽  
Advantages And Disadvantages ◽  
Medical Interviews ◽  
The Impact

Abstract Background The COVID-19 pandemic has created a need for educational materials and methods that can replace clinical clerkships (CCs) for online clinical practice (online-CP). This study evaluates the impact of using simulated electronic health records (sEHR) for inpatients, and electronic problem-based learning (e-PBL) and online virtual medical interviews (online-VMI) for outpatients, for an online clinical practice using a learning management system (LMS) and online meeting system facilitated by a supervising physician. Methods The sEHR was reviewed by medical students and subsequently discussed with a supervising physician using an online meeting system. In the e-PBL, medical students reviewed the simulated patients and discussed on the LMS. For the online-VMI, a faculty member acted as outpatient and a student as doctor. Small groups of students discussed the clinical reasoning process using the online meeting system. A mixed methods design was implemented. Medical students self-assessed their clinical competence before and after the online-CP. They answered questionnaires and participated in semi-structured focus group interviews (FGIs) regarding the advantages and disadvantages of the practice. Results Forty-three students completed the online-CP during May and June 2020. All students indicated significant improvement in all aspects of self-evaluation of clinical performance after the online-CP. Using sEHR significantly improved performance in writing daily medical records and medical summaries (from 2.5 ± 2.0 to 4.3 ± 1.9, p < 0.001; from 2.6 ± 1.6 to 4.0 ± 2.0, p < 0.001, respectively). By e-PBL and online-VMI, performance in terms of medical interviews and counselling improved significantly (from 3.7 ± 1.7 to 5.0 ± 2.0, p = 0.009; from 4.2 ± 1.7 to 5.1 ± 1.8, p = 0.043, respectively). Students indicated CCs as more useful for learning associated with medical interviews, physical examinations, and humanistic qualities or professionalism than the online-CP. Eight FGIs were conducted (n = 42). The advantages of online-CP were segregated into five categories (learning environment, efficiency, accessibility, self-paced learning, and interactivity); meanwhile, the disadvantages of online-CP were classified into seven categories (clinical practice experience, learning environment, interactivity, motivation, memory retention, accessibility, and extraneous cognitive load). Conclusions Online-CP with sEHR, e-PBL, and online-VMI could be useful in learning some of the clinical skills acquired through CC. These methods can be implemented with limited preparation and resources.

scholarly journals Study protocol for the ETMED-L project: longitudinal study of mental health and interpersonal competence of medical students in a Swiss university using a comprehensive framework of empathy

BMJ Open ◽  
2021 ◽  
Vol 11 (12) ◽  
pp. e053070
Author(s):  
Alexandre Berney ◽  
Valerie Carrard ◽  
Sylvie Berney ◽  
Katja Schlegel ◽  
Jacques Gaume ◽  
...  
Keyword(s):  
Mental Health ◽  
Longitudinal Study ◽  
Medical Students ◽  
Medical School ◽  
Clinical Skills ◽  
Reciprocal Relationship ◽  
Simulated Patients ◽  
Interpersonal Competence ◽  
Comprehensive Framework ◽  
The Impact

IntroductionPhysician interpersonal competence is crucial for patient care. How interpersonal competence develops during undergraduate medical education is thus a key issue. Literature on the topic consists predominantly of studies on empathy showing a trend of decline over the course of medical school. However, most existing studies have focused on narrow measures of empathy. The first aim of this project is to study medical students’ interpersonal competence with a comprehensive framework of empathy that includes self-reported cognitive and affective empathy, performance-based assessments of emotion recognition accuracy, and a behavioural dimension of empathy. The second aim of the present project is to investigate the evolution of mental health during medical school and its putative link to the studied components of interpersonal competence. Indeed, studies documented a high prevalence of mental health issues among medical students that could potentially impact their interpersonal competence. Finally, this project will enable to test the impact of mental health and interpersonal competence on clinical skills as evaluated by experts and simulated patients.Methods and analysisThis project consists of an observational longitudinal study with an open cohort design. Each year during the four consecutive years of the project, every medical student (curriculum years 1–6) of the University of Lausanne in Switzerland will be asked to complete an online questionnaire including several interpersonal competence and mental health measures. Clinical skills assessments from examinations and training courses with simulated patients will also be included. Linear mixed models will be used to explore the longitudinal evolutions of the studied components of interpersonal competence and mental health as well as their reciprocal relationship and their link to clinical skills.Ethics and disseminationThe project has received ethical approval from the competent authorities. Findings will be disseminated through internal, regional, national and international conferences, news and peer-reviewed journals.

scholarly journals Challenges of Peer Assisted Learning in online clinical skills training of Ophthalmology module

2020 ◽  
Author(s):  
Sumera Nisar ◽  
Usman Mahboob ◽  
Rehan Ahmed Khan ◽  
Durraiz Rehman
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Teaching And Learning ◽  
Clinical Skills ◽  
Skills Training ◽  
Psychological Problems ◽  
Undergraduate Medical Students ◽  
Peer Assisted Learning ◽  
Clinical Skills Training ◽  
The World

Abstract Background In recent days when mankind is passing through the difficult times of COVID-19 pandemic with lock down, almost all over the world, online communication has taken over the world. Overburdened physicians in this pandemic cannot get enough time to teach clinical skills online to the students. Also, due to student’s safety issues, the students cannot attend the clinics. Therefore, in this scenario online PAL sessions for clinical skill teaching and learning can be an effective alternative for undergraduate medical students. The academic limitations caused by the COVID-19 related lockdown however can have a pleasurable outcome if certain challenges, related to online PAL, are overcome. Therefore, the present study aims to identify the challenges of Peer Assisted Learning (PAL) sessions during online clinical skills training in Ophthalmology module of undergraduate medical students.MethodologyThis qualitative exploratory study, utilizing online focus group discussions to explore the challenges of online PAL in training and learning of clinical skills was carried at Ophthalmology department of Batterjee Medical College, Jeddah; Saudi Arabia. Ethical approval was taken from the college and purposive convenient sampling technique was used to collect data. Data was transcribed and analyzed by using thematic analysisResultsThe study identified six themes for argument and classified into further smaller subthemes. The subthemes derived from the collected data were organized under major themes; infrastructure, learning environment, psychological problems, interaction deficit, learning desires and desire for feedback on performance. In our study, major challenge faced by the medical student during online PAL sessions was infrastructure in terms of network connection, scheduling, timing of the session which overpowered by other challenges of online PAL. Unprofessional learning environment, psychological problems in terms of behavioral issues and personality changes, interaction deficit with peers, tutor and patient, learning desires and desire for feedback on performance were the other important challenges faced by the students. ConclusionThe challenges explored by our study can be used by the medical educators to incorporate online PAL as an effective, efficient and alternative teaching and learning modality in the curriculum especially in compromised circumstances like current COVID-19 pandemic.

scholarly journals Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies

2020 ◽  
pp. 084653712094482 ◽  
Author(s):  
Kathryn E. Darras ◽  
Rebecca J. Spouge ◽  
Anique B. H. de Bruin ◽  
Anto Sedlic ◽  
Cameron Hague ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Environment ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
Clinical Teaching ◽  
Clinical Skills ◽  
Clinical Learning Environment ◽  
Radiology Education ◽  
Case Based Learning ◽  
E Learning

The Coronavirus disease 2019 (COVID-19) pandemic has altered how medical education is delivered, worldwide. Didactic sessions have transitioned to electronic/online platforms and clinical teaching opportunities are limited. These changes will affect how radiology is taught to medical students at both the pre-clerkship (ie, year 1 and 2) and clinical (ie, year 3 and 4) levels. In the pre-clerkship learning environment, medical students are typically exposed to radiology through didactic lectures, integrated anatomy laboratories, case-based learning, and ultrasound clinical skills sessions. In the clinical learning environment, medical students primarily shadow radiologists and radiology residents and attend radiology resident teaching sessions. These formats of radiology education, which have been the tenets of the specialty, pose significant challenges during the pandemic. This article reviews how undergraduate radiology education is affected by COVID-19 and explores solutions for teaching and learning based on e-learning and blended learning theory.

scholarly journals The Effect of Courageous Learning on the Clinical Practice Ability of Midwifery Students During the Covid-19 Pandemic

2021 ◽  
Vol 6 (2) ◽  
Author(s):  
Dewi Nurlaela Sari
Keyword(s):  
Online Learning ◽  
Clinical Practice ◽  
Clinical Skills ◽  
Health Sector ◽  
Rank Test ◽  
P Value ◽  
Normality Test ◽  
Signed Rank ◽  
Signed Rank Test ◽  
The Impact

Online learning is one of the learning efforts developed during the COVID-19 pandemic. Online learning is felt to be effectiveat all levels of education. However, this is not the case with vocational education, especially in the health sector. Onlinelearning can also have an impact on the competencies that students must achieve because there is no direct interactionbetween students, lecturers, props/phantoms and place settings that can support the implementation of clinical skills. Thepurpose of this study was to determine the effect of online learning on the Practice Ability of Midwifery Students during theCovid-19 Pandemic . The type of research method used is pre eksperimental . Sampling was done by using purposivesampling totaling 30 respondents . The instrument used to measure students ' clinical practice skills is a checklist forchildbirth assistance, the statistical test carried out is through the normality test stages using Shapiro Wilk with the resultsof the data not being normally distributed so that an analysis test is carried out using the Wilcoxon Signed Rank Test. Theresults of the study obtained a p-value of 0.000 < from the alpha value (0.05). It can be concluded that there is asignificant influence between students ' ability to perform midwifery care related to the impact of online learning duringmidwifery clinical practice . It is hoped that the results of this study can be used as the basis for policies regarding thedevelopment of online learning methods that can support the achievement of competencies, especially clinical skills.

scholarly journals The Impact of Learning Environment, Age, Gender, and Duration of Clinical Rotation to Quality of Life of Medical Students

2019 ◽  
Vol 4 (12) ◽  
pp. 78
Author(s):  
E P Pamungkasari ◽  
Hartono . ◽  
Y Hastami ◽  
A B T Randita ◽  
A K Apriliani
Keyword(s):  
Quality Of Life ◽  
Medical Students ◽  
Learning Environment ◽  
Clinical Rotation ◽  
The Impact

.

scholarly journals Improving medical students’ communication competencies to deal with intimate partner violence using clinical simulations in Mozambique

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
B. Manuel ◽  
M. Valcke ◽  
I. Keygnaert ◽  
K. Roelens
Keyword(s):  
Intimate Partner Violence ◽  
Medical Students ◽  
Student Perceptions ◽  
Partner Violence ◽  
Medical Training ◽  
Clinical Skills ◽  
Intimate Partner ◽  
Communication Competency ◽  
Post Test ◽  
The Impact

Abstract Background During their medical training, medical students aim to master communication skills and professionalism competencies to foster the best possible patient-physician relationship. This is especially evident when dealing with sensitive topics. This study describes and analyses the outcomes of a simulation-based training module on clinical communication competency through interacting with simulated intimate partner violence (IPV) survivors. The training was set up as part of a broader IPV module within a Gynaecology and Obstetrics Bachelor of Medicine and Bachelor of Surgery of Medicine (MBBS). Methods In total, 34 (59%) of all fourth-year medical students from one medical school in Mozambique were involved. A mixed-method approach was adopted. First, a quasi-experimental pre-test/post-test design was adopted to study the impact of the intervention to tackle critical IPV knowledge, skills, and attitudes, underlying a patient communication script. Second, a qualitative analysis of student perceptions was carried out. Results The results of the paired sample t-tests point at a significant and positive change in post-test values when looking at the general IPV self-efficacy (IPV SE) score and the subscales mainly in attitudes. Participants expressed a desire for additional IPV communication competency and suggested enhancements to the module. Conclusion We conclude that due to IPV being a sensitive issue, simulation activities are a good method to be used in a safe environment to develop clinical skills. The results of this study are a good complement of the analysis of the competencies learned by the medical students in Mozambique with the current curriculum.

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