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1.
Simul Healthc ; 15(6): 422-426, 2020 Dec.
Article in English | MEDLINE | ID: covidwho-1024173

ABSTRACT

STATEMENT: Healthcare simulation training can be significantly disrupted by infectious disease outbreaks, yet it is a key component in several important medical education activities, such as resuscitation refresher training and high-stakes prelicensure healthcare examinations. This article details the strategic and tactical considerations for continuing simulation training during infectious disease outbreaks. A framework of graded responses, titrated to outbreak severity, is provided from the perspective of an academic medical center managing simulation training during the early stage of the now global coronavirus disease 2019 outbreak.


Subject(s)
COVID-19/epidemiology , Simulation Training/organization & administration , Academic Medical Centers , Humans , Infection Control/standards , Pandemics , Practice Guidelines as Topic , SARS-CoV-2 , Simulation Training/standards
2.
Med Teach ; 42(7): 762-771, 2020 07.
Article in English | MEDLINE | ID: covidwho-245790

ABSTRACT

Background: The Corona Virus Disease-19 (COVID-19) has been declared a pandemic by the World Health Organization (WHO). We state the consolidated and systematic approach for academic medical centres in response to the evolving pandemic outbreaks for sustaining medical education.Discussion: Academic medical centres need to establish a 'COVID-19 response team' in order to make time-sensitive decisions while managing pandemic threats. Major themes of medical education management include leveraging on remote or decentralised modes of medical education delivery, maintaining the integrity of formative and summative assessments while restructuring patient-contact components, and developing action plans for maintenance of essential activities based on pandemic risk alert levels. These core principles must be applied seamlessly across the various fraternities of academic centres: undergraduate education, residency training, continuous professional development and research. Key decisions from the pandemic response teams that help to minimise major disruptions in medical education and to control disease transmissions include: minimising inter-cluster cross contaminations and plans for segregation within and among cohorts; reshuffling academic calendars; postponing or restructuring assessments.Conclusions: While minimising the transmission of the pandemic outbreak within the healthcare establishments is paramount, medical education and research activities cannot come to a standstill each time there is a threat of one.


Subject(s)
Coronavirus Infections/epidemiology , Pneumonia, Viral/epidemiology , Betacoronavirus , Burnout, Professional/prevention & control , COVID-19 , Clinical Competence/standards , Competency-Based Education , Cooperative Behavior , Education, Medical , Educational Measurement/standards , Humans , Internship and Residency/organization & administration , Learning , Mental Health , Mentors , Organizational Innovation , Pandemics , SARS-CoV-2 , Teaching
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