scholarly journals Transforming Continuing Medical Education in the COVID-19

2021 ◽  
Author(s):  
Nikos Christo Secchi Nicolás ◽  
Ángel de Jesús Gómez Alarcón
Keyword(s):  
Medical Education ◽  
Health Workers ◽  
Health Professions ◽  
Learning Opportunity ◽  
Face To Face ◽  
Educational Processes ◽  
Long Time ◽  
Clinical Workplace ◽  
Medical Educators ◽  
The Impact

Medical education is not immune from the heartaches produced by abrupt contemporary changes in our world, such as the COVID-19 pandemic. Unexpectedly, and on very short notice, people can no longer teach or learn alongside other people. The impact on the heart of the educational processes of the health professions is unprecedented. The key concerns of yesterday, such as the need to enhance bedside learning or to enhance the experience of students in the clinical setting, in the clinical workplace, have a different meaning. Medical educators can leverage technology to enhance medical education at both undergraduate and graduate levels. Although the most recent initiatives, such as remote transmissions, have been introduced for a long time, traditional classes, lectures, and face-to-face didactic tutorials continue to be the most important cornerstone of medical education both in our country and abroad. The COVID-19 pandemic has posed challenges in medical education globally. Each society has responded according to its possibilities and needs to take advantage of this situation as a learning opportunity, continue with education, and incorporate students as health workers in the countries where it was necessary.

scholarly journals The impact of local health professions education grants: is it worth the investment?

2021 ◽  
Author(s):  
Susan Humphrey-Murto ◽  
Kyle Walker ◽  
Simran Aggarwal ◽  
Nina Preet Kaur Dhillon ◽  
Scott Rauscher ◽  
...  
Keyword(s):  
Medical Education ◽  
Logistic Regression ◽  
Health Professions ◽  
Publication Rate ◽  
Local Health ◽  
Research Outcomes ◽  
Several Variables ◽  
Canadian Context ◽  
Publication Success ◽  
The Impact

Background: Local grants programs are important since funding for medical education research is limited. Understanding which factors predict successful outcomes is highly relevant to administrators. The purpose of this project was to identify factors that contribute to the publication of local medical education grants in a Canadian context. Methods: Surveys were distributed to previous Department of Innovation in Medical Education (DIME) and Department of Medicine (DOM) grant recipients (n = 115) to gather information pertaining to PI demographics and research outcomes. A backward logistic regression was used to determine the effects several variables on publication success.  Results: The overall publication rate was 64/115 (56%). Due to missing data, 91 grants were included in the logistic regression. Variables associated with a higher rate of publication; cross departmental compared to single department OR = 2.82 (p = 0.04), being presented OR = 3.30 (p = 0.01), and multiple grant acquisition OR = 3.85 (p = 0.005)  Conclusion: Although preliminary, our data suggest that increasing research publications from local grants may be facilitated by pooling funds across departments, making research presentations mandatory, and allowing successful researchers to re-apply.

scholarly journals Exploring the cost of eLearning within the field of health professions education: key findings from a Systematic Scoping Review (Preprint)

2019 ◽  
Author(s):  
Edward Meinert ◽  
Scott Reeves ◽  
Jesse Eerens ◽  
Christina Banks ◽  
Stephen Maloney ◽  
...  
Keyword(s):  
Scoping Review ◽  
Health Professions ◽  
Health Professions Education ◽  
Sufficient Evidence ◽  
Cost Calculation ◽  
Publication Date ◽  
Face To Face ◽  
Mesh Terms ◽  
Face To Face Instruction ◽  
The Impact

BACKGROUND Existing research on the costs of delivering courses online courses is limited. The way in which these learning platforms compare in cost to face-to-face learning is also poorly understood. This lack of data has made it difficult to evaluate whether the investments spent by organisations on online learning are effective in comparison to face-to-face instruction. OBJECTIVE The key aim of this scoping literature review is to better understand the state of evidence about whether eLearning demonstrates cost advantages over face-to-face instruction and report the results of a research question centred on: What data exists to define cost calculations related to eLearning? Specifically, we investigate the extent to which the literature can provide details for calculation of the costs for eLearning design, development, and delivery. METHODS Scoping review using a search strategy of MeSH terms and related keywords centred on eLearning and cost calculation with a population scope of health professionals in all countries. The search was limited to English language studies. No restriction was placed on literature publication date. RESULTS In total, 7344 articles were returned from the original search of the literature. Of these, 232 were relevant to associated keywords or abstract references to cost following screening. Full-text review resulted in 168 studies being excluded, with 42 studies providing data and analysis of the impact of cost and value in health professions education. A further 22 studies provided details of costing approaches for the production and delivery of eLearning. CONCLUSIONS There is an emerging body of studies capturing costs in eLearning. However, costs in these studies were collected inconsistently and in relation to a wide variety of factors or had an alternate study-related focus. Although there is a perception that eLearning is more cost-effective than face-to-face instruction, there is not yet sufficient evidence to assert this conclusively. A rigorous, repeatable and data capture method is needed, in addition to a means to leverage existing economic evaluation methods that can then test whether eLearning cost-effectiveness and how to implement with cost benefits and advantages over traditional instruction. CLINICALTRIAL N/A

scholarly journals Response to: Documenting Social Media Engagement as Scholarship: A New Model for Assessing Academic Accomplishment for the Health Professions (Preprint)

2021 ◽  
Author(s):  
John Alan Gambril ◽  
Carter J Boyd ◽  
Jamal Egbaria
Keyword(s):  
Social Media ◽  
Medical Education ◽  
Health Professions ◽  
New Model ◽  
The Social ◽  
Social Media Engagement ◽  
Medical Educators

UNSTRUCTURED We comment on the value of the work by Acquaviva and associates in "Documenting Social Media Engagement as Scholarship: A New Model for Assessing Academic Accomplishment for the Health Professions". Our comments touch on the value of social media in medical education, and how the social media contributions of medical educators should be recognized.

Predictors and effects of scientific knowledge

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Jasna Milošević-Đorđević ◽  
Duško Kljajić ◽  
Jelena Sladojević Matić ◽  
Živojin Đurić
Keyword(s):  
Cultural Values ◽  
Scientific Knowledge ◽  
Public Attitudes ◽  
Content Type ◽  
Face To Face ◽  
Long Time ◽  
Great Relevance ◽  
Nationally Representative ◽  
Scientific Decision ◽  
The Impact

PurposeScientific knowledge has been a topic of interest for scholars for a long time; however, its impact on scientific decision- making and determining trust is severely underresearched. This study is aimed at determining the relationship between cultural and social attitudes and scientific knowledge and the impact of knowledge on trust in scientists in general.Design/methodology/approachThe authors conducted a face-to-face survey, drawing from a nationally representative sample of the adult Serbian population (N = 1,451). The authors tested the following parameters: a. the levels of scientific knowledge within the Serbian population; b. social and cultural values as predictors of scientific knowledge and c. the effects of scientific knowledge on trust in scientists.FindingsThe analysis shows a moderate level of scientific knowledge, predominantly positive public attitudes towards scientists. The authors found that scientific knowledge indeed predicts trust in scientists on various issues, and so do cultural and social worldviews, both directly and even more significantly through the mediation of scientific knowledge.Originality/valueThis is the first attempt to assess the level of scientific knowledge among the Serbian public and evaluate its, as well as other factors', influence on public attitudes toward scientists in a time when trusting experts is of great relevance.

scholarly journals The effectiveness of E-learning in continuing medical education for tuberculosis health workers: a quasi-experiment from China

2021 ◽  
Vol 10 (1) ◽  
Author(s):  
Zi-Yue Wang ◽  
Li-Jie Zhang ◽  
Yu-Hong Liu ◽  
Wei-Xi Jiang ◽  
Jing-Yun Jia ◽  
...  
Keyword(s):  
Public Health ◽  
Primary Care ◽  
Medical Education ◽  
Behaviour Change ◽  
Continuing Medical Education ◽  
Qualitative Data ◽  
Health Workers ◽  
Face To Face ◽  
Care Workers ◽  
E Learning

Abstract Background Given the context of rapid technological change and COIVD-19 pandemics, E-learning may provide a unique opportunity for addressing the challenges in traditional face-to-face continuing medical education (CME). However, the effectiveness of E-learning in CME interventions remains unclear. This study aims to evaluate whether E-learning training program can improve TB health personnel’s knowledge and behaviour in China. Methods This study used a convergent mixed method research design to evaluate the impact of E-learning programs for tuberculosis (TB) health workers in terms of knowledge improvement and behaviour change during the China-Gates TB Project (add the time span). Quantitative data was collected by staff surveys (baseline n = 555; final n = 757) and management information systems to measure the demographic characteristics, training participation, and TB knowledge. Difference-in-difference (DID) and multiple linear regression models were employed to capture the effectiveness of knowledge improvement. Qualitative data was collected by interviews (n = 30) and focus group discussions (n = 44) with managers, teachers, and learners to explore their learning experience. Results Synchronous E-learning improved the knowledge of TB clinicians (average treatment effect, ATE: 7.3 scores/100, P = 0.026). Asynchronous E-learning has a significant impact on knowledge among primary care workers (ATE: 10.9/100, P < 0.001), but not in clinicians or public health physicians. Traditional face-to-face training has no significant impact on all medical staff. Most of the learners (57.3%) agreed that they could apply what they learned to their practice. Qualitative data revealed that high quality content is the key facilitator of the behaviour change, while of learning content difficulty, relevancy, and hardware constraints are key barriers. Conclusions The effectiveness of E-learning in CME varies across different types of training formats, organizational environment, and target audience. Although clinicians and primary care workers improved their knowledge by E-learning activities, public health physicians didn’t benefit from the interventions.

scholarly journals O36 The impact of the COVID-19 pandemic on undergraduate medical education: a survey of students’ safety and satisfaction during breast surgery clinical placement

2021 ◽  
Vol 108 (Supplement_5) ◽  
Author(s):  
Rehab Gasiea ◽  
Rayhan Gasiea ◽  
Christina Yip
Keyword(s):  
Medical Education ◽  
Clinical Teaching ◽  
Breast Surgery ◽  
Clinical Placement ◽  
Clinical Activity ◽  
Face To Face ◽  
Team Meetings ◽  
Medical Education And Training ◽  
The University ◽  
The Impact

Abstract Introduction COVID-19 is affecting all medical education and training. The University used in the collection of data suspended all clinical placement from mid-March 2020, resuming in-person teaching from September. To enable social distancing, the medical school and Breast Unit introduced: 1. one student per clinician per clinical activity (3-hours), 2. online learning (1-hr) and patient exposure (2 hours) in some clinical activities, 3. remote learning via Teams, and 4. personal protective equipment. Method We sent a 24-question survey to 31, 3rd and 4th year, students, who had breast surgery clinical placement between 07/09/20 and 18/12/20. The aim was to assess whether clinical activities could still feasibly be carried out, the effectiveness of COVID-19 protection, and students’ learning satisfaction. Result Our survey achieved a 65% response-rate. Over two-thirds of students had at least 3 days’ clinical placement, attending clinics, theatre, mammography, multidisciplinary team meetings and a 3-hr lecture via Teams. 90% of students had face-to-face patient interaction and 70% conducted physical examinations. All students were provided with hand-gel and masks and, at clinics, 35% of students were provided with face-shields. None of the students reported COVID-19 related symptoms during or after placement. 85% of students felt safe during their clinical placement and 95% reported satisfaction with the quality of teaching. Conclusion Notwithstanding COVID-19 restrictions, a blend of face-to-face with online clinical teaching can be safely delivered. Take-home Message Notwithstanding COVID-19 restrictions, a blend of face-to-face with online clinical teaching can be safely delivered.

scholarly journals Use of Information Communication Technology by Medical Educators Amid COVID-19 Pandemic and Beyond

2020 ◽  
pp. 004723952096699 ◽  
Author(s):  
Ipshita Chatterjee ◽  
Pinaki Chakraborty
Keyword(s):  
Medical Education ◽  
Health Care Providers ◽  
Communication Technology ◽  
Information Communication Technology ◽  
Care Providers ◽  
Information Communication ◽  
Educational Models ◽  
Ict Tools ◽  
Medical Educators ◽  
The Impact

The COVID-19 pandemic has disrupted life and all forms of education. However, the impact on medical education is unique since the need for continuity of training medical students is urgent and traditionally calls for hands-on training and a physical presence. This is further compounded by the unavailability of teachers who are also serving as frontline health-care providers in the pandemic. This article discusses the role and types of information communication technology (ICT) tools in filling the gaps and ensuring educational continuity in medical education, collaboration, and learning, across the world in the current scenario. A variety of online collaboration tools and digital interventions are discussed. A comparison between the various ICT tools being used by medical educators is also presented. The potential and corresponding challenges of revamping the medical education system and incorporating ICT tools in the long run have also been discussed. Our work can serve as the basis of further studies on creating digital educational models in medical education.

scholarly journals ONLINE MEDICAL EDUCATION AMID THE LOOMING THREAT OF COVID-19

2021 ◽  
Vol 8 (3) ◽  
pp. 1
Author(s):  
Muhammad Saaiq ◽  
Ikram Ullah
Keyword(s):  
Medical Education ◽  
Online Learning ◽  
Role Models ◽  
New Technologies ◽  
Postgraduate Medical Education ◽  
Learning Experience ◽  
Health Professions ◽  
Educational Activity ◽  
Learning Material ◽  
Face To Face

In the aftermath of COVID-19 pandemic, the health professions education (HPE) has witnessed a powerful paradigm shift. The lock downs, social distancing and precautionary measures against the potential spread of corona virus, all strongly favor the online instructional formats1. The online learning carries an enormous untapped potential for the developing countries like Pakistan. It can strongly supplement the on-campus face to-face learning sessions. It can be easily applied to the entire continuum of HPE, which includes undergraduate medical education, postgraduate medical education and continuing professional development2. The online learning offers certain added advantages. For instance it is student centered and promotes self-directed learning. It is convenient and low cost. It allows for flexibility of schedules as well as instructional formats3. In the online learning sessions, the health professions educators carry some added responsibilities. For instance they should anticipate and hence circumvent issues such as system failures, communication blocks, lack of technical know-how on part of the participants and the possibility of cognitively overloading the participants. These inhibitors adversely affect the satisfaction as well as learning of the participants. The online course designers should make every possible effort to minimize these issues4. High level of motivation of the learners constitutes the cornerstone of any successful educational activity. An enthusiastic teacher is equally crucial for its success. These principles apply even more to the online instructional formats. At the very outset, the teacher should skillfully instill eagerness among participants towards achieving the desired learning objectives. He should carefully address the leaning needs of his students. During the activity, he should maintain a positive emotional milieu. At the conclusion, he should reinforce the learning through positive feedback and pointing out the competencies achieved. Additionally he should promote active interactive learning as well as produce communities of learners5. The online learning environment can be enhanced by efficient use of the available information technology tools alongside abiding to the basic principles of andragogy. The learning experience can be amplified by paying attention to fine details regarding the learning needs and preferences of the learners, design and delivery of the learning material and characteristics of the learners6. In the online learning sessions, certain added efforts are also required on part of the learners. For instance, they should have extra commitment and computer skills. They should develop positive attitude towards modern ways of learning and teaching. They should be tech savvy and employ the new technologies in their routine practices7. We conclude that the online learning sessions efficiently supplement the traditional face-to-face contact sessions. When refined further, they can even replace the contact sessions. The future medical teachers should not be mere role models and facilitators of learning but also the architects of more yielding online educational programs8.

scholarly journals It’s what you do, not the way you do it – online versus face-to-face small group teaching in first year medical school

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Adrienne Torda ◽  
Boaz Shulruf
Keyword(s):  
Medical Education ◽  
Linear Regression ◽  
Small Group ◽  
Learning Outcomes ◽  
Social Outcomes ◽  
First Year ◽  
Direct Impact ◽  
Small Group Teaching ◽  
Face To Face ◽  
The Impact

Abstract Background Major disruptions imposed on medical education by the COVID-19 pandemic and the rapid shift to online teaching in medical programs, necessitated need for evaluation of this format. In this study we directly compared knowledge outcomes, social outcomes, and wellbeing of first year student small group teaching in either face to face (f2f) or online format. Methods At the end of the first course of our medical program, students were invited to participate in an online questionnaire with 10 quantitative items and 1 qualitative item. These were analysed using Factor Analysis Pattern Matrix and linear regression to group items and assess relatedness. Qualitative responses were thematized using Qualtrics software (Qualtrics, Provo, UT, USA). Summative assessment results were compared, both between current cohorts to historical cohorts. Results From a cohort of 298 students there was a 77% response rate. Overall, there were no differences in knowledge gains, either between groups or when compared to historical cohorts. Questionnaire items fell reliably into groups that related to either learning outcomes, social outcomes, or wellbeing. Independent T tests showed that format for teaching (online versus f2f) had an impact on social outcomes but no direct impact on learning outcomes. Linear regression revealed that the social outcomes have a direct impact on wellbeing and almost the double the impact on learning outcomes than mode of learning i.e.. F2f or online (β = .448 and β = .232 respectively). Conclusion In this study, we were able to show with statistical strength that social outcomes for students such as engaging with peers and facilitator, contributing to the group, and making friends have a direct impact on wellbeing and indirectly impact learning outcomes (such as motivation, satisfaction, integration of knowledge). In a rapidly changing educational landscape, in our opinion, it is vital that these aspects are a focus of design and delivery of medical education. The data from this study supports the notion that activity design and the expertise of the teacher in facilitating the small group activities, has greater impact than the mode of educational delivery itself on students’ learning processes.

scholarly journals A Survey on the Impact of COVID 19 on Undergraduate and Postgraduate Medical Education in Qatar

2021 ◽  
Author(s):  
M Thomas ◽  
S Suleiman ◽  
M Allen ◽  
M Hameed ◽  
A Ghaffar ◽  
...  
Keyword(s):  
Medical Education ◽  
Graduate Medical Education ◽  
Postgraduate Medical Education ◽  
Tertiary Care ◽  
Public Hospitals ◽  
Face To Face ◽  
Graduate Medical ◽  
Medical Education And Training ◽  
E Learning ◽  
The Impact

Abstract BackgroundCOVID-19 pandemic has affected all dimensions of day to day life across the world and medical education was no exception. In Qatar, two institutions provide undergraduate medical education; Qatar University - College of medicine and Weill Cornell Medical College, Qatar and post graduate medical education is provided by tertiary care public hospitals under Hamad Medical Corporation (HMC) through Accreditation Council for Graduate Medical Education -International (ACGME-I) accredited residency and fellowship programs. With this study we aimed to understand the impact of nationwide restrictions on medical education in Qatar.MethodsWe conducted a cross sectional study utilising an online questionnaire between April and October 2020. Two questionnaires for the faculty and trainees each were designed to address the objectives. The questionnaires addressed barriers to delivery of medical education and perceptions on the models of education used.ResultsMajority of trainees (58.5%) responded that the pandemic has adversely affected medical education at both the undergraduate and postgraduate levels. Trainees (58.5%) and faculty (35.7%) reported an increased reliance on e-learning. Trainees preferred face to face education (33.5%) while the faculty (37.1%) preferred a combination of different models of education delivery. Although 52.5% of the faculty had no previous experience of delivering education using e-learning modalities, but 58.9% felt confident in using e-learning software.ConclusionsFaculty and trainees agree that the COVID-19 pandemic has had a significant impact on the provision of medical education and training in Qatar, with an increased dependence on e-learning. As trainee’s prefer face-to-face models of education, we may have to consider restructuring of medical curricula in order to ensure that optimum learning is achieved via e-learning, while at the same time enhancing our use, knowledge and understanding of the e -learning methods as they may be an essential way of delivering education in the future.

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