ABSTRACT
Background: Medical genetics trainees are required to complete a 2-week biochemical laboratory rotation. During the COVID pandemic, laboratory resources, time, and space were limited. This led to pivoting of the learning environment. With the current stressors on the metabolic workforce, we next determined if there were ways to continue to optimize the learning while reducing the strain on the overstretched metabolic workforce. Method(s): Medical genetic residents, medical biochemical fellows, and laboratory genetic and genomic fellows joined a 2-week course. IRB determined this to be an Educational Quality Improvement Project and exempt from full IRB review. Trainees could complete the course without completing the pre/post quizzes to prevent any individual from feeling like they were forced to join this research project. Any trainee that did not complete both the pre and post test were removed from the data set. To off load the metabolic workforce, a Teacher's Assistant Position and dedicated administrative support position were established. In addition, early career lab-based and clinical professionals were invited to join the teaching in a mentee position, and quickly advanced to fully autonomous lecturers. Result(s): The senior metabolic faculty (clinical and lab-based) were initially committing about 16-24 h per 2-week course. With the implementation of a mentor program allowing the addition of a lab-based lecture and multiple clinic-based lectures (taught by senior fellows or early career faculty) led to a reduction to 5-6-hour commitment by the senior faculty members. In addition, this allowed fellows and early faculty members the opportunity to teach and increase their educational portfolio entries (used for promotion at this institution). In addition, we showed that the pre- and post-tests for the trainees showed improvement in content knowledge that was statistically significant (10.5/24a17.5/24, p < 0.001, n = 8 participants). This improvement is similar to the average 7.6-point improvement seen across a larger cohort evaluated in this same learning environment over the past several years (Pending publication). Conclusion(s): By creating a mentored-educator program (for fellow and early career faculty), we were able to reduce the workload of senior metabolic lecturers while maintaining the quality of education for the trainees. Specifically, the use of a Teacher's Assistant was highly regarded as a way to improve learning for the trainees.Copyright © 2023
ABSTRACT
Background: Medical genetics trainees are required to complete a 2 week biochemical laboratory rotation. During the COVID pandemic, laboratory resources, time, and space were limited. This led to pivoting of the learning environment. We had previously created a hybrid curriculum on laboratory and clinically-based experiences during this two week time period that we were able to immediately alter to create a fully virtual experience. Methods: Medical genetic residents, medical biochemical fellows, and laboratory genetic and genomic fellows joined a two week course either in person (prior to COVID pandemic) or following social distancing requirements. Pre and post tests were given for all individuals. IRB determined this to be an Educational Quality Improvement Project and exempt from full IRB review. Trainees could complete the course without completing the pre/post quizzes to prevent any individual from feeling like they were forced to join this research project. Any trainee that did not complete both the pre and post test were removed from the data set. Results: Trainees showed significant improvement in a knowledge pre and post test following completion of the two week program. The cohort (n = 18) in the in-person group had an average score on the pretest of 15 with post test score of 22 (p < 0.01). In the virtual cohort (n-19), the average pretest scores was 12.5 and post test score of 20.9 (p < 0.01). The pretest, post test, and change in score were not statistically different the in-person and virtual cohorts. The sub-sets of data from the three learner types (molecular fellows, medical genetics residents, and clinical/medical biochemical fellows), did not show a difference in the score improvements between individuals in the in-person and virtual groups. However, we were surprised to find an increase in the score improvement in the medical genetics trainees [average improvement in-person: 6 (range 0-10);average increase virtual 9.7 (range 4-14)] (p < 0.03). Conclusions: The creation of a 2 week intensive biochemical laboratory rotation was effective at decreasing the impact of learners on the laboratory space and decreasing the impact of learners on laboratory directors while still maintaining learning and learner satisfaction. In addition, our data shows that learning was maintained, or in some populations improved, when the course was transitioned to virtual, secondary to the COVID pandemic. This innovation in education serves to improve safety, decrease impact on the clinical lab, and increase productivity of learners and clinicians alike. Recorded lectures are stored on a learning site along with additional training resources. This allows trainees to return and review, as they deem helpful. Recently, we have been able to transition planning and coordination to a non-physician, further reducing the clinical impact of training on the clinical practice.