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BACKGROUND: The COVID-19 pandemic has highlighted the growing need for digital learning tools in postgraduate family medicine training. Family medicine departments must understand and recognize the use and effectiveness of digital tools in order to integrate them into curricula and develop effective learning tools that fill gaps and meet the learning needs of trainees. OBJECTIVE: This scoping review will aim to explore and organize the breadth of knowledge regarding digital learning tools in family medicine training. METHODS: This scoping review follows the 6 stages of the methodological framework outlined first by Arksey and O'Malley, then refined by Levac et al, including a search of published academic literature in 6 databases (MEDLINE, ERIC, Education Source, Embase, Scopus, and Web of Science) and gray literature. Following title and abstract and full text screening, characteristics and main findings of the included studies and resources will be tabulated and summarized. Thematic analysis and natural language processing (NLP) will be conducted in parallel using a 9-step approach to identify common themes and synthesize the literature. Additionally, NLP will be employed for bibliometric and scientometric analysis of the identified literature. RESULTS: The search strategy has been developed and launched. As of October 2021, we have completed stages 1, 2, and 3 of the scoping review. We identified 132 studies for inclusion through the academic literature search and 127 relevant studies in the gray literature search. Further refinement of the eligibility criteria and data extraction has been ongoing since September 2021. CONCLUSIONS: In this scoping review, we will identify and consolidate information and evidence related to the use and effectiveness of existing digital learning tools in postgraduate family medicine training. Our findings will improve the understanding of the current landscape of digital learning tools, which will be of great value to educators and trainees interested in using existing tools, innovators looking to design digital learning tools that meet current needs, and researchers involved in the study of digital tools. TRIAL REGISTRATION: OSF Registries osf.io/wju4k; https://osf.io/wju4k INTERNATIONAL REGISTERED REPORT IDENTIFIER (IRRID): DERR1-10.2196/34575.
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OBJECTIVES: This rapid review aimed to identify the strategies used to (re)integrate essential caregivers (ECs) into the LTC setting, particularly pertaining to principles of equity, diversity, and inclusion. In addition, this rapid review aimed to identify the strategies used during prior infectious disease threats, when similar blanket visitor restrictions were implemented in LTC homes. The review was part of a larger effort to support LTC homes in Ontario. DESIGN: A rapid review was conducted in accordance with principles from the Canadian National Collaborating Centre for Methods and Tools. SETTING AND PARTICIPANTS: ECs, residents, staff, and policy decision makers in long-term care home settings. METHODS: Five electronic databases were searched for academic and gray literature using predefined search terms. Selected documents met inclusion criteria if they included policy guidance or an intervention to (re)integrate ECs into LTC homes at the local, national, and/or international level. RESULTS: In total, 15 documents met the inclusion and exclusion criteria. All documents retrieved focused on the context of COVID-19. Documents were either policy guidance (n = 13) or primary research studies (n = 2). Documents differed in these notable ways: Definition of EC; the degree to which an EC is recognized for her or his role in the care of the resident; the degree to which ECs are (re)integrated into the LTC setting is prioritized; response to community spread of COVID-19; visitation during an outbreak or if a resident is symptomatic; the reliance on equity, diversity, and inclusion principles; and lastly, monitoring and improving the process. CONCLUSIONS AND IMPLICATIONS: Using an equity, diversity, and inclusion lens, we posit promising practices for (re)integration. It is clear from the rapid review that more research is needed to understand the efficacy of policies and guidelines to (re)integrate ECs into the LTC setting. Until such evidence is available, expert opinion will drive best care practices.
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COVID-19 , Caregivers , Disease Outbreaks , Female , Humans , Long-Term Care , Male , OntarioABSTRACT
Background: Centralized examinations are key to competency-based curricula as they are carried out by neutral assessors who are not involved in teaching the learner and allow for evaluation of trainees against their peers. The COVID-19 pandemic has limited the ability to gather to perform in-person evaluations. We sought to assess the effectiveness and end-user experience of virtual centralized Objective Structured Clinical Examination (OSCE) for basic orthopedic surgery modules. Methods: A virtual evaluation process including assessor training followed by online OSCE for basic orthopaedic surgery modules (arthroplasty and trauma) were developed. Surveys were used to assess the effectiveness of the assessor training and the overall examination environment. Results: All 14 assessors completed the post-training survey and agreed that the training session was useful and should be repeated prior to all virtual centralized examinations. Seventy-four percent of residents (n = 17) responded to the survey. Most trainees (59%) recommend that some, but not all, examinations be conducted virtually. The online platform generally did not alter trainees' preparation, comfort levels, stress levels prior to or during the examination, or ability to demonstrate their skills. Technical difficulties were rare, though when they did occur, the trainees perceived it to negatively impact their score. Conclusion: Most residents wished for increased frequency of formative examinations, which is in keeping with the Competence by Design education framework. Given the minimal perceived difference between the virtual and in-person assessment environments, and with the added convenience of virtual examinations, the virtual platform may be a useful tool to facilitate increased frequency of formative assessments for any learner.
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BACKGROUND: In March 2020, the COVID-19 pandemic disrupted competency-based medical education in Family Medicine programs across Canada. Faculty and residents identified a need for clear, relevant, and specific competencies to frame teaching, learning, supervision and feedback during the pandemic. METHODS: A rapid, iterative, educational quality improvement process was launched. Phase 1 involved experienced educators defining gaps in our program's existing competency-database, reviewing emerging public health and regulatory guidelines, and drafting competencies. Phase 2 involved translation, member-checking, and anonymous feedback and editing of draft competencies by residents and other educational leaders. Phase 3 involved wider dissemination, collaborative editing and feedback from residents and faculty throughout the department. RESULTS: A total of 44 physicians including residents and faculty from multiple contexts provided detailed feedback, review, and editing of an ultimate list of 33 competencies organized by CanMEDS-FM roles. Broad agreement was obtained that the competencies form reasonable learning outcomes during the COVID-19 pandemic. CONCLUSIONS: These competencies represent learning objectives reflecting the initial educational mindsets of a wide range of teachers and learners experiencing a global pandemic. The project illustrates a novel collaboration across educational portfolios as a rapid educational response to a public health crisis.
CONTEXTE: En mars 2020, la pandémie de la COVID-19 a perturbé la formation médicale basée sur les compétences des programmes de médecine familiale partout au Canada. Le corps professoral et les résidents ont identifié la nécessité d'avoir des compétences claires, pertinentes et précises pour encadrer l'enseignement, l'apprentissage, la supervision et la rétroaction durant la pandémie. MÉTHODES: Un processus rapide et itératif d'amélioration de la qualité de l'éducation a été lancé. Au cours de la Phase 1, des éducateurs d'expérience ont identifié les lacunes en lien avec la base de données actuelle des compétences du programme, et fait une ébauche de compétences à partir d'une revue des lignes directrices émergentes en santé publique et des organismes de régulation. La Phase 2 a consisté en la traduction, la révision par les membres ainsi que la rétroaction anonyme et la révision des compétences provisoires par les résidents et autres leaders en éducation. Durant la Phase 3, on a procédé à la diffusion à plus large échelle, à la révision en collaboration et au recueil des commentaires des résidents et du corps professoral dans tout le département. RÉSULTATS: En tout, quarante-quatre (44) médecins comportant des résidents et des membres du corps professoral de multiples contextes, ont fourni une rétroaction détaillée et procédé à l'examen et à la révision d'une liste finale de 33 compétences classées par rôles CanMEDS. Une très vaste majorité a convenu que les compétences produisent des résultats d'apprentissage raisonnables durant la pandémie de la COVID-19. CONCLUSIONS: Ces compétences représentent des objectifs d'apprentissage qui reflètent la perspective éducative initiale d'une vaste gamme de d'enseignants et d'apprenants aux prises avec une pandémie mondiale. Le projet représente une nouvelle collaboration entre les programmes d'études comme une réponse éducative rapide à une crise de santé publique.