Five ways to get a grip on designing medical student clerkship clinical rotations during a pandemic.

During the COVID-19 pandemic, the task of preparing students for workplace-based clerkship and supporting learners' ongoing professional identity formation became incrementally more challenging. The former design of clerkship rotations was re-challenged and revolutionized going forward, as COVID-19 accelerated the development and implementation of e-Health and technology-enhanced learning (TEL). However, the practical integration of learning and teaching activities, and the application of well-thought-out first principles in pedagogy in higher education, remain difficult to implement in today's pandemic era. In this paper, using the transition-to-clerkship (T2C) course as an example, we outline the steps taken to implement our clerkship rotation, discussing various curricular challenges from the lenses of various stakeholders, and practical lessons learned.

Pendant la pandémie de la COVID-19, la tâche de préparer les étudiants aux stages d'externat et de soutenir la construction de leur identité professionnelle est devenue plus difficile. La structure traditionnelle de l'externat a été remise en question et révolutionnée, car la COVID-19 a accéléré le développement et la mise en œuvre de la technologie des soins en santé et de l'apprentissage assisté par la technologie. Cependant, l'intégration des activités d'apprentissage et d'enseignement, et l'application de principes pédagogiques éprouvés dans l'enseignement supérieur restent difficiles à mettre en pratique dans le contexte actuel de pandémie. Dans cet article, prenant le cours de transition vers l'externat comme exemple, nous décrivons les étapes que nous avons suivies pour organiser notre stage d'externat et les défis rencontrés sur le plan du cursus par les diverses parties prenantes, et nous présentons les leçons pratiques que nous en avons tirées.

Advancing leadership in Australasian emergency medicine: Taking stock and looking ahead.

Since 2018, the Australasian College for Emergency Medicine has collaborated with the Swinburne University of Technology on a research project to understand and enhance the leadership capacity of emergency physicians, beginning with Australasian Directors of Emergency Medicine (DEMs). Over the last 3 years, this research programme has revealed the complexity of leadership in emergency medicine, illuminating the strengths and limitations of extant research and suggesting promising new directions for emergency medicine leadership and leadership development research. This programme has also shed new light on the knowledge, skills and abilities that DEMs need to develop to catalyse change in the systems where DEMs practice both medicine and leadership. We propose that an approach to leadership development that reflects the diversity of DEMs' leadership challenges and the complexity of leadership in emergency medicine would go a long way to enhancing the sophistication, effectiveness and impact of the leadership in emergency medicine.

Learning with technology during emergencies: A systematic review of K‐12 education

Emergency situations that cause damage to educational buildings or require the closure of schools due to unsafe health, environmental, or political conditions can be an unwelcomed interruption to education. Indeed, the recent COVID‐19 pandemic created the largest disruption of education in history, affecting 94% of the world's student population. In emergencies, technology is often utilised as part of a crisis response protocol by continuing education using emergency remote education (ERE). The purpose of this study is to determine how technology has been used to continue K‐12 learning remotely during an emergency. This systematic review included an aggregated and configurative synthesis to examine extant empirical work over eleven years, from January 2010 to December 2020. Following a rigorous, PRISMA selection process, 60 articles were included in the final analysis from 48 countries. Grounded coding of the strategies used for learning revealed the following categories: communication, delivery systems, student ERE readiness, partnerships, promoting student learning and engagement, and resources. Grounded coding of the technologies revealed that types of technologies used were divided into two major categories: Internet‐based and non‐Internet based, with the majority using Internet‐based technologies. Practitioner notes What is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit to K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. What is already known about this topic The COVID‐19 pandemic has caused school closures across the globe and prevented in‐person school teaching. The rapid shift to distance education in schools can be conceptualised as ‘emergency remote education’ (ERE). Prior ERE research focused on bounded geographic locations where localised emergencies occurred. What this paper adds This provides the scholarly community with a unique systematic review of existing academic research on K‐12 ERE implementation in emergencies. This provides aggregated data and analysis on the past 11 years of the types of emergencies, participants, subject domain, technologies used, and location information. This provides findings of the types of remote teaching strategies involving technology used to continue K‐12 learning in emergency situations. This provides a set of recommendations on ERE for teachers, school leaders, policy makers, and funders. This provides researchers with a review of the field with identification of gaps and future research opportunities. Implications for practice and/or policy Recommendations regarding ERE are provided in this paper that will be of benefit t K‐12 teachers, school leaders policymakers, and funders in the continuing COVID‐19 pandemic and future emergencies. The research gaps highlighted in this paper, such as the lack of studies conducted in low and low middle‐income countries, are presented with suggestions for much needed future research. This can lead to changes in practice and policy. [ABSTRACT FROM AUTHOR] Copyright of British Journal of Educational Technology is the property of Wiley-Blackwell 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 abstract 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 abstract. (Copyright applies to all Abstracts.)

Cold agglutinin syndrome as a complication of Covid-19 in two cases.

BACKGROUND: Cold agglutinins are autoantibodies against RBC antigens, leading to hemolysis at less-than-physiological temperatures through complement fixation. Production can be triggered by infections, resulting in secondary cold agglutinin syndrome (CAS). This syndrome has been classically described in the setting of Mycoplasma pneumoniae infection, as well as with several viral pathogens. CASES: Here, we present two cases of cold agglutinins identified in the context of Covid-19 in critically ill patients treated at our institution. Each case was characterized by little in-vivo hemolysis, but these antibodies complicated laboratory assessment and renal replacement therapy. Management included anticoagulation and warming of dialysis circuit. CONCLUSIONS: Despite minimal in-vivo hemolysis, these antibodies are of clinical significance given their implications for laboratory assessment and renal replacement therapy, particularly with the frequency of multi-organ system dysfunction associated with severe Covid-19.