scholarly journals Pilot Remote Clinical Communication Skill Session During COVID-19 Pandemic: Medical Education in New Normal

2021 ◽  
Author(s):  
Gajarishiyan Rasalingam
Keyword(s):  
Medical Education ◽  
Online Survey ◽  
Medical Curriculum ◽  
Virtual Learning Environment ◽  
Remote Communication ◽  
Clinical Communication ◽  
New Normal ◽  
Face To Face ◽  
Time To Build ◽  
Continuous Delivery

Abstract IntroductionClinical Communication teaching has relied heavily on face-to-face teaching using Patient Partners. The current situation with COVID-19 has led to lockdown, social isolation and travel difficulty. This leads to challenges in delivering this teaching. The study aim is to pilot a clinical communication teaching session remotely, using a virtual learning environment and video conferencing. This study evaluates the pilot about achieving learning outcomes on Musculo Skeleton disease and experience of student’s and patient partner.MethodsMixed qualitative and quantitative data are obtained through an online survey. The thematic framework is used to analyse the qualitative data and the descriptive statistics are used to evaluate the quantitative responses. Results The study provided satisfaction on proceeding this new pilot remote communication session to the routine medical curriculum, with 100% recommendation by the students. The majority of students had transformed their theoretical knowledge in the Musculo Skeleton disease system to consult with patient partners. The study also finds some gaps such as delays due to internet and device faults, limited time to build rapport with patients, nonverbal expressions are not being conveyed via the screen and difficulties in adapting to new remote sessions in short transition.ConclusionLooking into the future of new normal. Remote clinical communication session worked well during the pilot study. New innovatory methods in delivering remote teaching and more studies on different diseases topics should be implemented to analyse the sustainability and validity of the remote session for continuous delivery in medical education.

scholarly journals Implementasi Belajar Dari Rumah dan Kesiapan Pembelajaran Tatap Muka di Madrasah

2021 ◽  
Vol 19 (2) ◽  
pp. 112-126
Author(s):  
Opik Abdurrahman Taufik ◽  
Husen Hasan Basri ◽  
Sumarni Sumarni
Keyword(s):  
Learning Process ◽  
Online Survey ◽  
Survey Method ◽  
New Normal ◽  
Face To Face ◽  
Assignment Method ◽  
Face To Face Learning ◽  
The Government ◽  
Role Of Parents ◽  
Open Face

AbstractDuring the pandemic, the government issued the policy to learning from home, followed by the other policy to open face-to-face learning in the New Normal era. This study aims to determine the implementation of learning from home policy and the readiness of madrasas to conduct face-to-face learning in the New Normal era. This research was conducted using an online survey method in 2021. The results showed that 85% of madrasas carried out the learning process online, of which 86.8% were carried out through the assignment method from the teacher. In the learning process at home, only 28.7% of students were accompanied, reminded, supervised, and assisted by their parents. It means that the role of parents in learning from home is minimal. However, 86.5% provide internet access. Regarding the readiness of madrasas in face-to-face learning, 62.24% were not ready to carry out face-to-face learning. This unreadiness relates to the difficulties in fulfillment of aspects that are required for face-to-face learning.AbstrakPada masa pandemi, pemerintah mengeluarkan kebijakan belajar dari rumah, lalu disusul dengan kebijakan untuk membuka pembelajaran tatap muka di era New normal. Penelitian ini bertujuan untuk mengetahui implementasi kebijakan belajar dari rumah dan kesiapan madrasah untuk melakukan pembelajaran tatap muka di era New normal. Penelitian ini dilakukan dengan metode survei dalam jaringan (daring) pada tahun 2021. Hasil penelitian menunjukkan bahwa sebanyak 85,0% madrasah melakukan proses pembelajaran dalam bentuk daring, di mana  86,8% dilakukan melalui metode penugasan dari guru. Dalam proses pembelajaran di rumah, hanya 28,7% siswa yang didampingi, diingatkan, diawasi, dan dibantu oleh orang tuanya. Hal ini mengindikasikan peran orang tua dalam pembelajaran dari rumah terlihat minim. Namun demikian sebesar 86,5% menyediakan akses internet. Terkait dengan kesiapan madrasah dalam pembelajaran tatap muka, dari 2040 madrasah yang disurvei sebesar 62,2% tidak siap melaksanakan pembelajaran tatap muka). Ketidaksiapan tersebut berkaitan dengan pemenuhan aspek yang menjadi syarat pembelajaran tatap muka. 

scholarly journals Impact of COVID-19 on digital medical education: compatibility of digital teaching and examinations with integrity and ethical principles

2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Saskia Egarter ◽  
Anna Mutschler ◽  
Konstantin Brass
Keyword(s):  
Medical Education ◽  
Online Survey ◽  
Web Search ◽  
Third Party ◽  
Ethical Principles ◽  
Technical Equipment ◽  
Additional Time ◽  
Face To Face ◽  
Practical Examination ◽  
Medical Faculties

AbstractThe COVID-19 (coronavirus disease 2019) pandemic in 2020 has had a lasting impact on all areas of personal life. However, the political, economic, legal and healthcare system, as well as the education system have also experienced the effects. Universities had to face new challenges and requirements in teaching and examinations as quickly as possible in order to be able to guarantee high-quality education for their students.This study aims to examine how the German-speaking medical faculties of the Umbrella Consortium of Assessment Network (UCAN) have dealt with the challenges but also the opportunities that the outbreak of the COVID-19 pandemic created in medical education and whether digitalisation has been driven forward as a result. In an initial online-survey we focused our questions on the current teaching situation with regard to digitised teaching content, the support or establishment of adequate framework conditions by the medical faculties and IT facilities and also the execution of examinations during the summer semester 2020.Between August and September 2020, a total of 88 examiners, educators, dean of study and/or technical admins from 32 partner faculties took part in the survey. Students were not included in our survey. Most respondents stated that a switch to a digital semester had worked, the use of e-learning increased compared to previous semesters and that most courses could be converted, with the exception of practical courses, which were largely cancelled. The respondents also indicated that most examinations could still be taken, with the exception of practical examination formats, like Objective Structured Clinical Examinations (OSCEs). However, in the case of face-to-face examinations, strict distance and hygiene conditions had to be obeyed or there had to be a switch to distance-online examinations, which raised many open issues such as equal opportunities of students (technical equipment, internet access, premises) and attempts at deception (third-party help with the exam, mutual exchange between students, web search).In conclusion, we identified several issues regarding the rapid transition to a digital semester due to COVID-19 which were categorised into the following topics: Face-to-face teaching could not take place, (2) know-how of educators, (3) integrity aspects, (4) technical aspects, (5) additional personnel required, (6) additional time and effort required for implementation of digital teaching. Our study shows that a switch to digital teaching and distance online examinations is feasible, but many problems were encountered concerning academic integrity and basic ethical principles still need to be solved. In order to investigate whether above mentioned issued could be solved one year after the transition to a digital semester, we conducted a second survey in which the 32 initially surveyed institutions were questioned again.

scholarly journals COVID-19: What is the new "normal" for medical education?

2021 ◽  
Vol 11 (100) ◽  
Author(s):  
Paul Rooprai ◽  
Neel Mistry
Keyword(s):  
Medical Education ◽  
Clinical Setting ◽  
Medical Curriculum ◽  
Academic Community ◽  
Faculty Members ◽  
Physician Training ◽  
New Normal ◽  
Clinical Rotations ◽  
Medical Educators ◽  
Prompt Attention

The emergence of COVID-19 has disrupted medical education. The profound effects of the pandemic will forever change how future physicians learn and care for patients. The delivery of physician training, in the classroom and clinical setting, requires intense and prompt attention from medical educators. In response to the pandemic, faculty members have quickly transitioned much of the medical curriculum to a virtual format. Clerks who are assigned to clinical rotations have faced significant interruption in their clinical activities. It is imperative that the academic community learns from this pandemic and prioritizes a forward-thinking and scholarly approach that embraces practical solutions.

scholarly journals The Attitudes of Medical Students for Their Roles and Social Accountability in the COVID-19 Pandemic Era

2020 ◽  
Author(s):  
Jihoon Hong ◽  
Ikjae Jung ◽  
Mingeol Park ◽  
Kyumin Kim ◽  
Sungook Yeo ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Medical School ◽  
Online Survey ◽  
Rating Scales ◽  
School Curriculum ◽  
Social Accountability ◽  
New Normal ◽  
Adequate Knowledge ◽  
The Impact

IntroductionIn this study, we aimed to explore the attitude of medical students toward their roles and social accountability in this pandemic era. An online survey asked questions covering the topics of 1) the role of medical students in the pandemic era; 2) Medical education in the ‘new normal,’ and 3) the impact of COVID-19 on medical students. MethodsThe online survey, developed by a team consisting of 3 medical students, 3 psychiatric residents, and 3 psychiatric professors, was distributed to medical students, graduates, and professors in a single South Korean medical school. Anxiety symptom rating scales, including the Stress and Anxiety to Viral Epidemic - 6 (SAVE-6) scale and the Generalized Anxiety Disorder - 7 (GAD-7) scale, were also applied to measure participant anxiety level.ResultsAll of the 213 medical students, 180 graduates, and 181 professors that participated in this online survey were at the same medical school. Medical students indicated their willingness to join the healthcare response to the COVID-19 pandemic if requested; however, graduates and professors recommended that medical students continue their medical school curriculum rather than join the response. In the new normal era, medical education was considered to be changed appropriately. Moreover, adequate knowledge of COVID-19 infection and spread must be considered for the continuation of clinical clerkships during the pandemic. Overall, medical students who indicated anxiety about treating possible or confirmed cases rated higher on the SAVE-6 scale. Finally, medical students who reported that COVID-19 had an influence on their studies and daily life rated higher on the general anxiety scale (GAD-7). ConclusionSocial accountability is an important issue for medical students in the pandemic era. At the same time, cultivating professionalism is also important for the readiness for the future healthcare responses.

scholarly journals Attitude of Medical Students About Their Role and Social Accountability in the COVID-19 Pandemic

2021 ◽  
Vol 12 ◽  
Author(s):  
Jihoon Hong ◽  
Ikjae Jung ◽  
Mingeol Park ◽  
Kyumin Kim ◽  
Sungook Yeo ◽  
...  
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Online Survey ◽  
Rating Scales ◽  
Social Accountability ◽  
New Normal ◽  
General Anxiety ◽  
Adequate Knowledge ◽  
Academic Calendar ◽  
The Impact

Background: In this study, we aimed to explore the attitude of medical students toward their role and social accountability in this pandemic era. An online survey was developed to elicit information on (1) the role of medical students in the pandemic era; (2) Medical education in the “new normal,” and (3) the impact of COVID-19 on medical students.Methods: The online survey, developed by a team consisting of three medical students, three psychiatry residents, and three professors of psychiatry, was conducted on 574 participants (213 medical students, 180 graduates, and 181 professors) in the University of Ulsan College of Medicine, Seoul, South Korea. Anxiety symptom rating scales, including the Stress and Anxiety to Viral Epidemics-6 (SAVE-6) scale and the Generalized Anxiety Disorder−7 (GAD-7) scale, were applied to measure participant anxiety level.Results: Medical students indicated their willingness to join the healthcare response to the COVID-19 pandemic, if requested; however, graduates and professors recommended that medical students continue their training rather than join the pandemic healthcare response. In the new normal era, medical education has had to change appropriately. Moreover, adequate knowledge of COVID-19 infection and spread must be considered for the continuation of clinical clerkships during the pandemic. Overall, medical students who indicated anxiety about treating possible or confirmed cases of COVID-19 rated higher on the SAVE-6 scale. Finally, medical students who reported that COVID-19 had an impact on their studies and daily life rated higher on the general anxiety scale (GAD-7).Conclusion: Social accountability is an important issue for medical students in the pandemic era. At the same time, non-disruption of their academic calendar would ensure continuous availability of component medical professionals, which is important for adequate future healthcare responses.

scholarly journals Health informatics in UK Medical Education: an online survey of current practice

JRSM Open ◽  
2016 ◽  
Vol 8 (1) ◽  
pp. 205427041668267 ◽  
Author(s):  
Sarah Walpole ◽  
Paul Taylor ◽  
Amitava Banerjee
Keyword(s):  
Medical Education ◽  
Health Informatics ◽  
Online Survey ◽  
Medical Curriculum ◽  
Academic Staff ◽  
Medical Schools ◽  
Medical Council ◽  
National Guidelines ◽  
Record Keeping ◽  
Medical Undergraduate

Objective Health informatics has growing importance in clinical practice with successive General Medical Council recommendations. However, prior data suggest that undergraduate medical education largely neglects this area. An up-to-date, UK-wide view of health informatics training in medical schools is required. Design An online survey was developed using current guidance and recommendations of UK professional bodies. Participants and Setting Senior academic staff and health informatics educators at all 34 UK medical schools were invited to complete the survey. Main outcome measures Quantitative and qualitative data regarding health informatics in the undergraduate medical curriculum. Results A total of 26/34 (76%) of UK medical schools responded and 23 provided full information. Aspects most frequently mentioned were literature searching and research governance. Seventeen per cent of respondents felt there was little or no HI training, although clinical record keeping was addressed by all medical schools. Pedagogies used to teach health informatics were self-directed learning (78%) to lecture based (70%), seminars (70%), informal teaching in clinical settings (57%) and problem-based learning (22%). Health informatics was usually integrated vertically and horizontally across the curriculum (76%). Assessment and updates of the health informatics curriculum are limited (57 and 41%, respectively). Thirty-two per cent of respondents reported a low level of confidence among students to use health informatics as doctors. In the most up-to-date survey of health informatics teaching in UK medical schools, there are three major findings. First, the proportion of health informatics in the medical undergraduate curriculum is low. Second, there was variation in content, pedagogy and timing across medical schools. Third, health informatics is rarely assessed and course content is not regularly updated. Conclusions There is a role for national guidelines and further research in this area of the curriculum which is rapidly gaining in prominence.

scholarly journals Qualitative exploration of digital chatbot use in medical education: A pilot study

2021 ◽  
Vol 7 ◽  
pp. 205520762110381
Author(s):  
Anjuli Kaur ◽  
Sid Singh ◽  
Joht S Chandan ◽  
Tim Robbins ◽  
Vinod Patel
Keyword(s):  
Medical Education ◽  
Medical Students ◽  
Thematic Analysis ◽  
Medical Curriculum ◽  
Academic Staff ◽  
Convenience Sample ◽  
Face To Face ◽  
School Year ◽  
Global Pandemic ◽  
Qualitative Exploration

Purpose During the coronavirus disease 2019 pandemic, face-to-face teaching has been severely disrupted and limited for medical students internationally. This study explores the views of medical students and academic medical staff regarding the suitability and limitations, of a bespoke chatbot tool to support medical education. Methods Five focus groups, with a total of 16 participants, were recruited using a convenience sample. The participants included medical students across all year groups and academic staff. The pre-determined focus group topic guide explored how chatbots can augment existing teaching practices. A thematic analysis was conducted using the transcripts to determine key themes. Results Thematic analysis identified five main themes: (1) chatbot use as a clinical simulation tool; (2) chatbot use as a revision tool; (3) differential usefulness by medical school year group; (4) standardisation of education and assessment; (5) challenges of use and implementation. Conclusions Both staff and students have clear benefits from using chatbots in medical education. However, they documented possible limitations to their use. The creation of chatbots to support the medical curriculum should be further explored and urgently evaluated to assess their impact on medical students training both during and after the global pandemic.

scholarly journals Impact of COVID-19 on Continuing Medical Education—Results of an Online Survey Among Users of a Non-profit Multi-Specialty Live Online Education Platform

2021 ◽  
Vol 8 ◽  
Author(s):  
Tobias L. Schulte ◽  
Thilo Gröning ◽  
Babett Ramsauer ◽  
Jörg Weimann ◽  
Martin Pin ◽  
...  
Keyword(s):  
Medical Education ◽  
Online Education ◽  
Continuing Medical Education ◽  
Online Survey ◽  
Final Analysis ◽  
Human Interaction ◽  
Non Profit ◽  
Face To Face ◽  
Education Platform ◽  
The Impact

Background: The Coronavirus Disease-2019 (COVID-19) pandemic accelerated digitalization in medical education. Continuing medical education (CME) as a substantial component of this system was relevantly affected. Here, we present the results of an online survey highlighting the impact on and the role of online CME.Methods: An online survey of 44 questions was completed by users of a German online CME platform receiving an invitation via newsletter. CME habits, requirements, personal perception, and impact of the pandemic were inquired. Standard statistical methods were applied.Results: A total of 2,961 responders took the survey with 2,949 completed surveys included in the final analysis. Most contributions originated from Germany, Austria, and Switzerland. Physicians accounted for 78.3% (57.5% hospital doctors) of responses followed by midwives (7.3%) and paramedics (5.7%). Participating physicians were mainly board-certified specialists (69%; 55.75% hospital specialists, 13.25% specialists in private practice). Frequent online lectures at regular intervals (77.8%) and combined face-to-face and online CME (55.9%) were favored. A duration of 1–2 h was found ideal (57.5%). Technical issues were less a major concern since the pandemic.Conclusion: A shift from face-to-face toward online CME events was expectedly detected since the outbreak. Online CME was accelerated and promoted by the pandemic. According to the perception of users, the CME system appears to have reacted adequately to meet their demand but does not replace human interaction.

scholarly journals Impact of COVID-19 on rehabilitation experiences of physiotherapists

Work ◽  
2021 ◽  
pp. 1-9
Author(s):  
Pínar Kaya Ciddi ◽  
Gülay Aras Bayram
Keyword(s):  
Online Survey ◽  
Cross Sectional Study ◽  
Remote Communication ◽  
Cross Sectional ◽  
Face To Face ◽  
Increased Risk ◽  
The Status ◽  
Physical Intimacy ◽  
Treat All ◽  
Almost All

BACKGROUND: As the COVID-19 pandemic progressed, pressures on almost all health sectors in many countries increased, and physiotherapy interventions were canceled for various reasons. OBJECTIVES: The aim of this study was to determine the status of physiotherapists who interrupted their services due to the pandemic and investigate procedures adopted by physiotherapists during face-to-face practice. METHOD: The measuring tool was an online survey administered via Google Forms between January 27 and February 27, 2021. In this descriptive cross-sectional study, the sample consisted of 558 physiotherapists, questions about their clinical experience during the pandemic were answered, and descriptive statistics were examined. RESULTS: Of the physiotherapists, 351 (62.9%) suspended their services due to pandemic, while 207 (37%) of all participants worked without suspending their services since the beginning of the process. Among participants, 303 (54.3%) needed education to use telerehabilitation methods, and 315 (56.5%) monitored their patients with remote communication methods. Hand washing (86.6%), disinfectant (85.3%), gloves (76.5%) and masks (86.6%) were the most common protective measures. CONCLUSIONS: Most physiotherapists had their face-to-face practice interrupted for a short time due to the COVID-19 outbreak, but they continue to treat all disease conditions in spite of inherent physical intimacy and increased risk of infection.

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