ABSTRACT
The COVID-19 pandemic has adversely affected tertiary science and medical education, with significant impact on research-related activities. Research projects are a mandatory requirement of the Doctor of Medicine (MD) Program at the University of Sydney, and medical student projects are delivered across multiple sites in metropolitan and rural New South Wales, Australia. Several cohorts of medical students had projects that were affected by COVID-19. The aims of this study were to determine the impact of COVID-19 on medical student research projects and describe the measures taken to rescope projects, to support students in meeting the learning objectives of the program. Mandatory submission statements for all medical student research project scientific reports for 2020-2022 were examined for reports of the effect of COVID-19 on the project, including COVID-19 related delays, downsizing and the need to change research project types. During the study period, a total of 760 student reports were submitted, of which 217 (28.7%) were affected by COVID-19. About 50% were significantly delayed, 30% were downsized, and 6% required completely new projects. Rescoping arrangements implemented facilitated the successful completion of projects. Overall, the final student grades for the research projects were unaffected by COVID-19 or the related project rescoping. Whilst significantly impacted by COVID-19, medical student research projects were completed with provision of appropriate rescoping plans and academic support. Ensuring projects have a documented contingency plan secured projects as the pandemic progressed and will be a useful safeguard for all future project delivery.
ABSTRACT
The COVID-19 pandemic has adversely affected tertiary science and medical education, with significant impact on research-related activities. Research projects are a mandatory requirement of the Doctor of Medicine (MD) Program at the University of Sydney, and medical student projects are delivered across multiple sites in metropolitan and rural New South Wales, Australia. Several cohorts of medical students had projects that were affected by COVID-19. The aims of this study were to determine the impact of COVID-19 on medical student research projects and describe the measures taken to rescope projects, to support students in meeting the learning objectives of the program. Mandatory submission statements for all medical student research project scientific reports for 2020–2022 were examined for reports of the effect of COVID-19 on the project, including COVID-19 related delays, downsizing and the need to change research project types. During the study period, a total of 760 student reports were submitted, of which 217 (28.7%) were affected by COVID-19. About 50% were significantly delayed, 30% were downsized, and 6% required completely new projects. Rescoping arrangements implemented facilitated the successful completion of projects. Overall, the final student grades for the research projects were unaffected by COVID-19 or the related project rescoping. Whilst significantly impacted by COVID-19, medical student research projects were completed with provision of appropriate rescoping plans and academic support. Ensuring projects have a documented contingency plan secured projects as the pandemic progressed and will be a useful safeguard for all future project delivery.
ABSTRACT
Tooth decay is preventable, through health behaviours (e.g. tooth brushing and limiting sugar consumption). However, in the UK, the most common reason for hospital admission in young children is to have decayed teeth removed under general anaesthetic. Dentists report finding behaviour change conversations challenging, and often use approaches known to be ineffective in changing behaviours (e.g. information giving, fear tactics). The study aim was to investigate the acceptability of a health psychology-informed behaviour change communication toolkit. A brief, interactive online training course was developed and made available to a sample of 117 dentists, trainees and allied practitioners. At baseline and post-training, participants completed questionnaires of knowledge, motivation, and confidence in holding behaviour change conversations. In-depth interviews were conducted with a purposive sample of 16 practitioners to investigate how the intervention could be developed in the context of COVID-19, which has severely disrupted routine dental services. Participants valued the training, which they described as novel and provided them with new strategies to enhance behaviour change conversations. Post-training questionnaires indicated participants felt more confident after training, with increased knowledge around planning and initiating behaviour change conversations with families. Early years practitioners working in a variety of non-dental settings (e.g. nurseries and children's centres) reported opportunities to have behaviour change conversations with parents, and welcomed further tailoring of the online training to help them capitalise on these interactions within these settings. Dental and non-dental practitioners are similarly motivated to have conversations with parents about improving their oral health. Brief online training can improve their capability to initiate these conversations in ways that do not damage the therapeutic relationship. To recover oral health services beyond COVID-19, there is potential for professionals working with parents in non-dental settings to develop skills in oral health promotion. [ FROM AUTHOR] Copyright of Patient Education & Counseling is the property of Elsevier B.V. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)