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2.
BJS Open ; 5(SUPPL 1):i11, 2021.
Article in English | EMBASE | ID: covidwho-1493706

ABSTRACT

Introduction: COVID-19 led to global disruption of healthcare and many students volunteered to provide clinical support. Volunteering to work was a unique medical education opportunity;however, it is unknown whether this was a positive learning experience. Methods: The COVID Ready 2 study is a national cross-sectional study of all medical students at UK medical schools. We will compare opinions of those who did and did not volunteer to determine the educational benefit and issues they faced. We will use thematic analysis to identify themes in qualitative responses, in addition to quantitative analysis. Results: The primary objective is to explore the effect of volunteering during the pandemic on medical education in comparison to those who did not volunteer. Our secondary objectives are to identify: whether students would be willing to assume similar roles in a non-pandemic setting;if students found the experience more or less beneficial than traditional hospital placements and reasons for this;what the perceived benefits and disadvantages of volunteering were;the difference in perceived preparedness between students who did and did not volunteer for foundation training year one and the next academic year;training received by volunteers;and to explore issues associated with volunteering, including safety issues and issues with role and competence. Conclusions: We anticipate this study will help identify volunteer structures that have been beneficial for students, so that similar infrastructures can be used in the future;and help determine whether formal voluntary roles should be introduced into the non-pandemic medical curriculum.

3.
European Journal of Anatomy ; 25:107-116, 2021.
Article in English | EMBASE | ID: covidwho-1337959

ABSTRACT

Cadaveric dissection provides a unique learning experience in anatomy teaching that maps well to the required outcomes for medical graduates as prescribed by the General Medical Council (GMC) in the UK. The COVID-19 pandemic has presented new challenges to the maintenance of this method of teaching which is very much dependent on in-person participation. As a result, dissection ceased in many institutions, with anatomy teaching being conducted online. The conviction that hands-on cadaveric dissection offers considerable benefits beyond the imparting of anatomical knowledge has led to the development of strategies to retain the practical element at the core of anatomy teaching. This paper describes the ways in which this has been achieved in the current academic year within a COVID-secure environment. A blended learning curriculum has provided students with both the opportunity for online interaction as well as in-person dissection classes which have become the highlight of the course for students. This paper describes in detail why cadaveric dissection remains key in anatomical education and demonstrates this by mapping its additional benefits to each of the three sets of GMC Outcomes for Graduates (professional values and behaviors, professional skills and professional knowledge). The means by which these were previously achieved as well as how these goals are still being met in our current program during the pandemic are detailed.

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