Predictive validity of A-level grades and teacher-predicted grades in UK medical school applicants: a retrospective analysis of administrative data in a time of COVID-19

ObjectivesTo compare in UK medical students the predictive validity of attained A-level grades and teacher-predicted A levels for undergraduate and postgraduate outcomes. Teacher-predicted A-level grades are a plausible proxy for the teacher-estimated grades that replaced UK examinations in 2020 as a result of the COVID-19 pandemic. The study also models the likely future consequences for UK medical schools of replacing public A-level examination grades with teacher-predicted grades.DesignLongitudinal observational study using UK Medical Education Database data.SettingUK medical education and training.ParticipantsDataset 1: 81 202 medical school applicants in 2010–2018 with predicted and attained A-level grades. Dataset 2: 22 150 18-year-old medical school applicants in 2010–2014 with predicted and attained A-level grades, of whom 12 600 had medical school assessment outcomes and 1340 had postgraduate outcomes available.Outcome measuresUndergraduate and postgraduate medical examination results in relation to attained and teacher-predicted A-level results.ResultsDataset 1: teacher-predicted grades were accurate for 48.8% of A levels, overpredicted in 44.7% of cases and underpredicted in 6.5% of cases. Dataset 2: undergraduate and postgraduate outcomes correlated significantly better with attained than with teacher-predicted A-level grades. Modelling suggests that using teacher-estimated grades instead of attained grades will mean that 2020 entrants are more likely to underattain compared with previous years, 13% more gaining the equivalent of the lowest performance decile and 16% fewer reaching the equivalent of the current top decile, with knock-on effects for postgraduate training.ConclusionsThe replacement of attained A-level examination grades with teacher-estimated grades as a result of the COVID-19 pandemic may result in 2020 medical school entrants having somewhat lower academic performance compared with previous years. Medical schools may need to consider additional teaching for entrants who are struggling or who might need extra support for missed aspects of A-level teaching.

Impact of COVID-19 on post graduate medical education and training

Purpose The novel Coronavirus Disease 19 (COVID-19) has had a significant impact worldwide that led to changes in healthcare. The purpose of this study was to evaluate the effect of the COVID-19 pandemic on trainee’s mental health and educational preparedness. Methods Trainees at the Indiana University School of Medicine were surveyed regarding the impact of the COVID-19 pandemic on their training. Using a Likert scale, participants were asked questions pertaining to educational preparedness, mental health, and clinical work during the pandemic. Data was analyzed using SPSS version 27. The study was approved as exempt by the Institutional review Board (IRB). Results 324 of the 1204 trainees responded to the survey. The respondents were 76% white with an equal distribution of males and females. A majority of the respondents were first year residents with an equal distribution of second, third, and fourth year residents. Twenty-three percent of respondents were in a procedural residency or fellowship program. Better perceived educational preparedness was associated with an improved home-work balance during COVID-19 (β = 0.506, p < 0.0001) and having a department that advocated/supported focus on mental health during COVID-19 (β = 0.177, p < 0.0001). Worse perceived educational preparedness was associated with being in procedural vs. non-procedural dominant training program (β = − 0.122, p = 0.01). Conclusion COVID-19 has had a significant impact on the training experience of residents and fellows. Departmental support increased mental well-being and perceived education preparedness in trainees. Trainees that felt they had a better home-work life balance had better educational preparedness compared to their peers. Also, trainees in procedural programs had less educational preparedness compared to their peers in non-procedural programs. This study highlights the importance for programs to find avenues to increase educational preparedness in their trainees while being attuned to the mental health of their trainees.

Virtual Reality Applications in Medicine During the COVID-19 Pandemic: PRISMA Systematic Review (Preprint)

BACKGROUND Since the COVID-19 outbreak, the adoption rate of virtual reality in medicine has seen a massive rise. Many hospitals and medical universities rushed to implement virtual reality to remotely provide medical treatment or medical education and training. OBJECTIVE This systematic review aimed to describe the literature on virtual reality applications during the COVID-19 crisis to treat mental and physical health conditions and for medical education and training. METHODS A systematic search of the literature was made following the Preferred Reporting Items for Systematic Reviews and Meta-Analysis guidelines. It was pre-registered in the International Platform of Registered Systematic Review and Meta-analysis Protocols (INPLASY)— INPLASY202190108. The search databases were PsycINFO, Web of Science, and Medline. The search string was: [(“virtual reality”)] AND [(“COVID-19”)]. RESULTS N=44 studies met inclusion criteria during the period 2020 – 2021. CONCLUSIONS Findings show the benefit of virtual reality for treating several mental health conditions during the COVID-19 pandemic, including stress, anxiety, and depression, and for cognitive rehabilitation. Besides, VR was useful to promote physical exercise and for the management of chronic pain. As regards education and training, virtual reality resulted an effective learning tool during the COVID-19 pandemic in many medical areas such as nursing, pediatry,cardiology, and urology. The majority of the retrieved studies recruited young adults. Studies showed the usefulness of VR for the treatment of health problems and for medical education and training both in the format with high immersion (i.e., immersive VR) and in that with a low level of immersion (i.e., desktop VR). Various VR systems (i.e., PC-based, mobile, standalone) and contents (i.e., 360° videos and photos, virtual environments, VR games, embodied virtual agents) showed positive results. Finally, VR has been used successfully in both face-to-face and remote trials.

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

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.

Viewpoint: digital paediatrics—so close yet so far away

Technology is driving a revolution in healthcare, but paediatric services have not fully harnessed the potential. Digital health solutions yet to achieve their promise in paediatrics include electronic health records, decision support systems, telemedicine and remote consultations, despite the accelerated uptake during the COVID-19 pandemic. There are also significant potential benefits in digitally enabled research, including systems to identify and recruit participants online or through health records, tools to extract data points from routine data sets rather than new data collection, and remote approaches to outcome measurement. Children and their families are increasingly becoming digital health citizens, able to manage their own health and use of health services through mobile apps and wearables such as fitness trackers. Ironically, one barrier to the uptake of these technologies is that the fast pace of change in this area means the evidence base behind many of these tools remains underdeveloped. Clinicians are often sceptical of innovations which appear largely driven by enthusiasts rather than science. Rigorous studies are needed to demonstrate safety and effectiveness. Regulators need to be agile and responsive. Implementation needs adequate resource and time, and needs to minimise risks and address concerns, such as worries over losing human contact. Digital health care needs to be embedded in medical education and training so that clinicians are trained in the use of innovations and can understand how to embed within services. In this way, digital paediatrics can deliver benefits to the profession, to services and to our patients.

Evaluation of the effectiveness of handwashing training given to paramedic students remotely

Background and objectives: The COVID-19 pandemic has affected face to face medical education and training activities around the world. The aim of this study was to provide remote practical handwashing training to health sciences students and to measure the effectiveness of the training provided and to create a feedback model. Methods: Students of the Paramedic department were included in the study. Two virtual classrooms were created via Zoom Video Communication system. An 11-step handwashing algorithm was developed. Two hours of remote handwashing training was given. Participants were asked to apply the handwashing application they learned at their own location and to record videos. Application videos were evaluated and scored. Results: A total of 135 Term-1 and Term 2 students of the Paramedic department participated in the study. The duration of the evaluated videos was on average 57.67 ± 12.69 (34-95) seconds. Fifty-five (40.7%) of the participants successfully completed all the steps and their average success score was 10.3 ± 0.67 (8-11). The most failure (33.3%) in the process steps was the 9th step in which the wrists are rubbed with soap. Conclusion: Suitable teaching and feedback methods are required for medical and health science students who receive education and practical training remotely from home. Ibrahim Med. Coll. J. 2021; 15(2): 18-25

Impact of COVID-19 on Post Graduate Medical Education and Training

Purpose: The novel Coronavirus Disease 19 (COVID-19) has had a significant impact worldwide that led to changes in healthcare. The purpose of this study was to evaluate the effect of the COVID-19 pandemic on trainee’s mental health and educational preparedness.Methods: Trainees at the Indiana University School of Medicine were surveyed regarding the impact of the COVID-19 pandemic on their training. Using a Likert scale, participants were asked questions pertaining to educational preparedness, mental health, and clinical work during the pandemic. Data was analyzed using SPSS version 27. The study was approved as exempt by the Institutional review Board (IRB). Results: 324 of the 1204 trainees responded to the survey. The respondents were 76% white with an equal distribution of males and females. A majority of the respondents were first year residents with an equal distribution of second, third, and fourth year residents. Twenty-three percent of respondents were in a procedural residency or fellowship program. Better perceived educational preparedness was associated with an improved home-work balance during COVID-19 (β=0.506, p<0.0001) and having a department that advocated/supported focus on mental health during COVID-19 (β=0.177, p<0.0001). Worse perceived educational preparedness was associated with being in procedural vs. non-procedural dominant training program (β=-0.122, p=0.01). Conclusion: COVID-19 has had a significant impact on the training experience of residents and fellows. Departmental support increased mental well-being and perceived education preparedness in trainees. Trainees that felt they had a better home-work life balance had better educational preparedness compared to their peers. Also, trainees in procedural programs had less educational preparedness compared to their peers in non-procedural programs. This study highlights the importance for programs to find avenues to increase educational preparedness in their trainees while being attuned to the mental health of their trainees.

How to improve dermatology teaching and learning at the undergraduate level? Recommendations by a faculty panel of Kerala state Branch of the Indian Association of Dermatologists, Venereologists, and Leprologists

The undergraduate dermatology curriculum and teaching have to reflect the sea of changes that the specialty has undergone in recent years. In tune with this, the Kerala branch of the Indian Association of Dermatologists, Venereologists, and Leprologists (IADVL-K) planned an initiative to draft an advocacy document containing recommendations to improve the standard of undergraduate training, especially with regard to the implementation of competency-based medical education and training of attitude, ethics, and communication skills (AETCOM). A four-member panel was constituted by the state president for this purpose. The committee conducted virtual discussions and consultations with experts, following which a draft advocacy document was prepared on which suggestions from all members of IADVL Kerala were sought. Four core areas of change in undergraduate dermatology teaching and learning along with the agencies that could initiate such changes were identified. This initiative from a professional organization has attempted to harness opinions of the faculty of dermatology of an entire state and provide important insights into the direction in which undergraduate dermatology training should be oriented in the coming years in our country.

An Overview of Ontologies in Virtual Reality-Based Training for Healthcare Domain

Virtual reality (VR) is one of the state-of-the-art technological applications in the healthcare domain. One major aspect of VR applications in this domain includes virtual reality-based training (VRT), which simplifies the complicated visualization process of diagnosis, treatment, disease analysis, and prevention. However, not much is known on how well the domain knowledge is shared and considered in the development of VRT applications. A pertinent mechanism, known as ontology, has acted as an enabler toward making the domain knowledge more explicit. Hence, this paper presents an overview to reveal the basic concepts and explores the extent to which ontologies are used in VRT development for medical education and training in the healthcare domain. From this overview, a base of knowledge for VRT development is proposed to initiate a comprehensive strategy in creating an effective ontology design for VRT applications in the healthcare domain.

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

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.