scholarly journals Broadening learning communities during COVID-19: developing a curricular framework for telemedicine education in neurology

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Christine E. Gummerson ◽  
Brian D. Lo ◽  
Kori A. Porosnicu Rodriguez ◽  
Zoe L. Cosner ◽  
Dylan Hardenbergh ◽  
...  
Keyword(s):  
Medical Students ◽  
Learning Communities ◽  
Learning Community ◽  
Clinical Medicine ◽  
Virtual Patient ◽  
Faculty Members ◽  
Educational Impact ◽  
Curricular Framework ◽  
The World ◽  
Clinical Clerkships

Abstract Background In response to the cancellation of clinical clerkships due to COVID-19, the Johns Hopkins (JH) Neurology Education Team developed a virtual elective to enhance medical students’ clinical telemedicine skills and foster community between academic institutions. Methods This two-week clinical elective, entitled “Virtual Patient Rounds in Neurology,” was administered once in April 2020 and once in May 2020. The curriculum included attending/fellow-led Virtual Rounds, Student Presentations, and Asynchronous Educational Activities. We also developed a new lecture series entitled JHNeuroChats, which consisted of live synchronous lectures presented by JH faculty and Virtual Visiting Professors. Trainees and faculty from outside institutions were invited to participate in the JHNeuroChats. Students and faculty completed pre- and post-elective surveys to assess the educational impact of the elective. Student’s t-tests were used to compare scores between pre- and post-elective surveys. Results Seven JH medical students enrolled in each iteration of the elective, and an additional 337 trainees and faculty, representing 14 different countries, registered for the JHNeuroChats. We hosted 48 unique JHNeuroChats, 32 (66.7%) of which were led by invited Virtual Visiting Professors. At the end of the elective, students reported increased confidence in virtually obtaining a history (P < 0.0001) and performing a telehealth neurological physical exam (P < 0.0001), compared to the start of the course. In addition, faculty members reported increased confidence in teaching clinical medicine virtually, although these findings were not statistically significant (P = 0.15). Conclusions Despite the constraints imposed by COVID-19, this virtual Neurology elective increased medical students’ confidence in certain telemedicine skills and successfully broadened our learning community to encompass learners from around the world. As virtual medical education becomes more prevalent, it is important that we are intentional in creating opportunities for shared learning across institutions. We believe that this elective can serve as a model for these future educational collaborations.

From Classroom to Learning Community

2000 ◽  
Vol 5 (3) ◽  
pp. 12-19 ◽  
Author(s):  
Thomas Klein
Keyword(s):  
Learning Communities ◽  
Faculty Member ◽  
Learning Community ◽  
The World

When a faculty member decides to take the plunge and enter the world of learning communities, what changes? Everything, says the author.

Online Learning Communities: Using Technology to Facilitate Student Communication, Collaboration, and Support

2012 ◽  
Vol 17 (1) ◽  
pp. 23-38
Author(s):  
Pamela Johansen ◽  
Vincent Ornelas
Keyword(s):  
Online Learning ◽  
Learning Communities ◽  
Learning Community ◽  
Online Communication ◽  
Social Work Students ◽  
Faculty Members ◽  
First Year Experience ◽  
Student Survey ◽  
Self Worth ◽  
Work Family

Social work students struggling to manage work, family, education, and other obligations may become isolated from peers and faculty members. There is a need to develop innovative methods to facilitate communication across barriers of time and distance. Studies have demonstrated the potential for online communication to allow for broader participation from diverse groups of students. Involvement in a learning community has been shown to increase self-worth and social support, as well as decrease social isolation. Technology may help create accessible learning communities as well as facilitate the coempowerment of students enrolled in such communities. Two faculty members developed, implemented, and monitored an online learning community. Findings of the first-year experience with the community, including the results of a student survey, are described.

scholarly journals Faculty Benefits From Medical Student Learning Communities: A Junior and Senior Faculty Members’ Perspectives

2019 ◽  
Vol 6 ◽  
pp. 238212051982788
Author(s):  
Thuy L Ngo ◽  
Mark Whipple
Keyword(s):  
Medical Student ◽  
Learning Communities ◽  
Learning Community ◽  
Career Advancement ◽  
Clinical Skills ◽  
Faculty Members ◽  
Scholarly Work ◽  
Senior Faculty ◽  
School Learning ◽  
Medical Student Learning

Medical school learning communities have many benefits for students. In this perspective, the authors briefly describe how learning communities have benefited them as faculty. These include finding other like-minded faculty, improving communication and clinical skills, career advancement through scholarly work associated with the learning community, and above all, developing mutually beneficial relationships with students. Here, they offer viewpoints from junior and senior faculty members on how the learning community has positively affected them.

Teaching about diagnostic errors through virtual patient cases: a pilot exploration

Diagnosis ◽  
2018 ◽  
Vol 5 (4) ◽  
pp. 223-227 ◽  
Author(s):  
Rabih Geha ◽  
Robert L. Trowbridge ◽  
Gurpreet Dhaliwal ◽  
Andrew P.J. Olson
Keyword(s):  
Medical Students ◽  
Diagnostic Errors ◽  
Diagnostic Error ◽  
Virtual Patient ◽  
Faculty Members ◽  
Diagnostic Process ◽  
Medicine Clerkship ◽  
Effective Strategies ◽  
Internal Medicine Clerkship ◽  
Medical Educators

Abstract Background: Diagnostic error is a major problem in health care, yet there are few medical school curricula focused on improving the diagnostic process and decreasing diagnostic errors. Effective strategies to teach medical students about diagnostic error and diagnostic safety have not been established. Methods: We designed, implemented and evaluated a virtual patient module featuring two linked cases involving diagnostic errors. Learning objectives developed by a consensus process among medical educators in the Society to Improve Diagnosis in Medicine (SIDM) were utilized. The module was piloted with internal medicine clerkship students at three institutions and with clerkship faculty members recruited from listservs. Participants completed surveys on their experience using the case and a qualitative analysis was performed. Results: Thirty-five medical students and 25 faculty members completed the survey. Most students found the module to be relevant and instructive. Faculty also found the module valuable for students but identified insufficient curricular time as a barrier to implementation. Conclusions: Medical students and faculty found a prototype virtual patient module about the diagnostic process and diagnostic error to be educational.

State Medical Board Disciplinary Hearings as Tools for Teaching Professionalism in Medical Education

2011 ◽  
Vol 97 (3) ◽  
pp. 8-12
Author(s):  
Onelia G. Lage ◽  
Sydney F. Pomenti ◽  
Edwin Hayes ◽  
Kristen Barrie ◽  
Nancy Baker
Keyword(s):  
Medical Students ◽  
Ethics Education ◽  
Faculty Members ◽  
Specific Method ◽  
Pilot Studies ◽  
Medical Board ◽  
Medical Institutions ◽  
State Medical Boards ◽  
State Medical Board ◽  
The Impact

ABSTRACT This article proposes a partnership of state medical boards with medical schools to supplement professionalism and ethics education for medical students, residents, physicians and faculty members of medical institutions. The importance of professionalism has been recognized by several studies, but a specific method of teaching and developing professionalism has yet to emerge. Studies suggest that there is an association between a lack of professionalism in medical school and future disciplinary actions by medical boards. However, there has been little collaboration between these institutions in addressing unprofessional behaviors. One collaborative concept that holds promise, however, is the idea of inviting medical students to attend physician disciplinary hearings. Students and physicians alike report that watching a hearing can significantly impact attitudes about professionalism as a part of medical practice. While formal research is scarce, the positive response of individual students who experience disciplinary hearings firsthand suggests that further pilot studies may be useful. Presented in this paper are the perspectives of three individuals — a medical student, a faculty member and a medical board chair — who discuss the impact and potential of attending disciplinary hearings in developing professionalism and ethics. Also included is a review of the current literature.

Billy Graham Was a Transfer Student

2018 ◽  
Author(s):  
Adam Laats
Keyword(s):  
Religious Beliefs ◽  
Faculty Members ◽  
Transfer Student ◽  
Evangelical Christians ◽  
Bob Jones University ◽  
The World ◽  
Billy Graham ◽  
The 1950S ◽  
Time Faculty

By the 1950s, tensions within the world of fundamentalism led to a new effort at reform. Self-proclaimed neo-evangelical reformers hoped to strip away some of the unnecessary harshness of fundamentalist traditions while remaining truly evangelical Christians. Often these reforms were personified in the revival campaigns of evangelist Billy Graham. The network of fundamentalist schools struggled to figure out its relationship to this new divide in the fundamentalist family. Some schools embraced the reform, while others decried it. At the same time, faculty members at all the schools wrestled with strict supervision of their religious beliefs and teaching. From time to time, schools purged suspect faculty members, as in the 1953 firing of Ted Mercer at Bob Jones University.

scholarly journals Medical Students and Patients Benefit from Virtual Non-Medical Interactions Due to COVID-19

2021 ◽  
Vol 8 ◽  
pp. 238212052110283
Author(s):  
Taylor M Coe ◽  
Trevor J McBroom ◽  
Sarah A Brownlee ◽  
Karen Regan ◽  
Stephen Bartels ◽  
...  
Keyword(s):  
Medical Students ◽  
Communication Skills ◽  
Patient Experience ◽  
Clinical Medicine ◽  
Organ Transplant ◽  
Medical Patient ◽  
Pilot Program ◽  
Transplant Recipients ◽  
Kidney Transplant Recipients ◽  
Clinical Communication

Background: Patient care restrictions created by the COVID-19 pandemic constrained medical students’ ability to interact directly with patients. Additionally, organ transplant recipients faced increasing isolation due to the rise of telemedicine, the importance of social distancing and their immunosuppressed state. We created a pilot program to pair students with transplant patients for structured, virtual encounters and studied its impact on medical students and patients. Methods: In May 2020, medical students conducted virtual visits with patients via telephone or video conferencing. Patients and students were surveyed regarding their experiences and independent focus groups were conducted. The survey responses and focus group discussions were deidentified, transcribed, and analyzed for themes. Results: Ten participating students were in their first, second, or final year of medical school. The 14 patients were liver or kidney transplant recipients or kidney donors. All interactions lasted longer than 30 minutes, with 56% greater than 1 hour. Three themes emerged related to the student experience: improvement of their clinical communication skills, development of knowledge and attitudes related to organ transplantation and donation, and independent management of a patient encounter. Three themes related to the patient experience: appreciation of the opportunity to share their personal patient experience to help educate future physicians, a cathartic and personally illuminating experience and an opportunity to share the message of donation. Conclusions: This pilot program provided a novel opportunity for virtual student-patient interactions that was feasible, well-received, and mutually beneficial. The use of virtual non-medical patient experiences allowed for experiential learning during which students learned about both clinical medicine and enhanced their communication skills directly from patients. Additionally, patients were able to engage with medical students in a new way, as teachers of clinical interactions, and reported a high level of satisfaction in addition to deriving personal benefit.

Demonstration: Virtual Patient Immersive Trainer to Train Perceptual Skills Using Augmented Reality

2020 ◽  
Vol 64 (1) ◽  
pp. 470-472
Author(s):  
Christen E. Sushereba ◽  
Laura G. Militello
Keyword(s):  
Medical Students ◽  
Augmented Reality ◽  
Student Performance ◽  
Group Interaction ◽  
Virtual Patient ◽  
Perceptual Cues ◽  
Perceptual Skills ◽  
Individual Interaction ◽  
Severity Of Injury ◽  
Microsoft Hololens

In this session, we will demonstrate the Virtual Patient Immersive Trainer (VPIT). The VPIT system uses augmented reality (AR) to allow medics and medical students to experience a photorealistic, life-sized virtual patient. The VPIT supports learners in obtaining the perceptual skills required to recognize and interpret subtle perceptual cues critical to assessing a patient’s condition. We will conduct an interactive demonstration of the virtual patient using both a tablet (for group interaction) and an AR-enabled headset (Microsoft HoloLens) for individual interaction. In addition, we will demonstrate use of the instructor tablet to control what the learner sees (e.g., injury types, severity of injury) and to monitor student performance.

scholarly journals Fireside Chats: A Novel Wellness Initiative for Medical Students in the COVID-19 Era

2021 ◽  
pp. 000313482110030
Author(s):  
Sean J Lee ◽  
Abdul Kader Natour ◽  
Sunil K Geevarghese
Keyword(s):  
Mental Health ◽  
Medical Students ◽  
Learning Communities ◽  
Small Group ◽  
Survey Data ◽  
Social Engagement ◽  
Present Survey ◽  
Group Activities ◽  
Large Group ◽  
Depression Era

To supplement preexisting wellness programming for the surgery clerkship, a faculty surgeon at Vanderbilt initiated Fireside Chats (FC) in 2015. Inspired by Franklin Roosevelt’s Depression-era radio broadcasts, FC features small group sizes, off-campus excursions, and a reimagining of the mentor–mentee relationship that eschews hierarchy in favor of deep, mutualistic connections in both personal and professional domains. Here we describe the rationale and implementation of FC and present survey data that demonstrate the warm reception of FC and its efficacy in stewarding the mental health of medical students. Moreover, unlike large group activities such as “learning communities,” FC continues to meet in-person during COVID-19 and preserves social engagement opportunities that may alleviate pandemic-induced isolation and distress.

scholarly journals Life during the pandemic: an international photo-elicitation study with medical students

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
M. Dworkin ◽  
T. Akintayo ◽  
D. Calem ◽  
C. Doran ◽  
A. Guth ◽  
...  
Keyword(s):  
Medical Students ◽  
Interpersonal Relationships ◽  
Photo Elicitation ◽  
Societal Implications ◽  
Global Health Research ◽  
Learning Program ◽  
Elicitation Study ◽  
The World ◽  
Multiple Levels ◽  
The Impact

Abstract Background The SARS-CoV-2 (COVID-19) pandemic is a global event with unprecedented impact on individuals and communities around the world. The purpose of this study is to use a modified photo-elicitation methodology to examine the impact of the COVID-19 pandemic on the lives of medical students and their communities around the world. Methods Participating medical students were asked to take photographs for 14 days. In lieu of an interview, which is customary for photo-elicitation projects, participants were asked to share a reflection (a paragraph or two) for each photograph they contributed to the study. Results Between April 27th, 2020 and May 11th, 2020 26 students from 19 medical schools across 13 countries shared photographs and reflections. Qualitative analysis of written reflections revealed that medical students felt the impact of the pandemic on several levels 1) individual, 2) interpersonal, 3) educational, and 4) societal. Conclusions The COVID-19 pandemic has impacted the lives of medical students on multiple levels. As individuals, students felt emotional distress but found resilience through physical activity and the establishment of new routines. Many students felt isolated as their interpersonal relationships were confined due to social distancing measures. These feelings could be combated with new educational initiatives focused on group collaboration. Lastly, students reflecting on the larger societal implications were concerned with the economic ramifications of the virus and its impact on their future. This study brought together students from several different countries to engage in an applied learning program as a model for equitable global health research.

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