Impact and Implications of the COVID-19 Pandemic on Urological Training.

INTRODUCTION: COVID-19 has forever impacted health care in the U.S. Changes to health and hospital policies led to disruptions to both patient care and medical training. There is limited understanding of the impact on urology resident training across the U.S. Our aim was to examine trends in urological procedures, as captured by the Accreditation Council for Graduate Medical Education resident case logs, throughout the COVID-19 pandemic. METHODS: Retrospective review of publicly available urology resident case logs between July 2015 and June 2021 was performed. Average case numbers were analyzed via linear regression with different models specifying different assumptions regarding the impact of COVID-19 on procedure in 2020 and onward. Statistical calculations utilized R (version 4.0.2). RESULTS: Analysis favored models which assumed the impact of COVID-related disruptions were specific to 2019-2020. Analysis of procedures performed indicate an average upward trend of urology cases nationally. An average annual increase of 26 procedures between 2016 and 2021 was noted, except for 2020 which saw an average drop of approximately 67 cases. However, in 2021 case volume dramatically increased to the same rate as projected had there not been a disruption in 2020. Stratifying by category of urology procedure revealed evidence for variability between categories in the magnitude of the 2020 decrease. CONCLUSIONS: Despite widespread pandemic-related disruptions in surgical care, urological volume has rebounded and increased, likely having minimal detriment to urological training over time. Urological care is essential and in high demand as evidenced by the uptick in volume across the U.S.

Practical anatomy online learning among COVID-19 pandemic era: perceptions of 1 st -year MBBS students

Introduction: With the rise of the COVID-19 pandemic, digital learning has been implemented in medical colleges across India to continue the ongoing medical education. Anatomy is the basis of medical science and is best learned through offline classes that allow students to experience the texture of structures and handling of specimens. During this pandemic period, cadaveric dissection was not used to study anatomy. The aim of this study was to learn about students' attitudes regarding virtual teaching and learning in anatomy, as well as the problems they may confront. Material(s) and Method(s): A descriptive cross-sectional study was conducted in the department of anatomy among the 50 1 st -year MBBS students of All India Institute of Medical Sciences, Rajkot in April 2021. Google Forms were used to obtain informed consent from students. Prevalidated questionnaires were given online to the students and responses were noted and descriptive statistical data was derived from the analysis. Result(s): About 37 (74%) respondents found traditional classes are better than online teaching. Majority preferred to attend anatomy practicals offline with safety precautions. About 17 (34%) showed interest in prerecorded videos. About 35 (60%) students faced social isolation as an impact of online learning. Technical issues and distractions were the key problems faced while learning anatomy online. Conclusion(s): Prerecorded videos of the practicals are helpful in teaching anatomy practicals, and can be used in future to ensure an unbroken, continuous, and effective delivery of medical education.Copyright © 2022 Wolters Kluwer Medknow Publications. All rights reserved.

An Evaluation of Online Education Efficacy and the Measures to Improve It From the Perspectives of Management Students in the Wake of COVID-19

The forced change to adopt the online mode of education delivery for postgraduate students has posed novel challenges. The efficacy of adopted online education in the wake of COVID-19 needs to be examined. The influence of individual student behaviour-related variables such as nutrition behaviour, physical activity behaviour, and social media usage on perceived online education efficacy and attainment of a learning goal is examined in the current study. A total of 185 post-graduate healthcare management students from different educational institutions of India were surveyed. Path analysis is performed to test the conceptual model. The results highlight that the effect of exercise on the attainment of a learning goal is best at the higher levels of self-study hours, and at the lower levels, there is a negative relationship between the two. The impact of social media on self-learning hours and the online education efficacy is negative. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

"StopScopeCreep", Using Interprofessional Education to Tackle the Territorialism Conflict: Presenter(s): Judson Mead, Idaho State University, United States

In 2020, the American Medical Association initiated an information campaign entitled "StopScopeCreep". The program was a response to broadening scopes of practice of health care professionals during the COVID-19 pandemic. Territorialism between health professions has been ongoing for decades yet rarely addressed in the education of health professionals. Together with the Idaho College of Osteopathic Medicine, the physician assistant program at Idaho State University designed an Interprofessional Education (IPE) activity to help students learn how to navigate the conflicts of territorialism among health professions. The IPE activity involved a mixed group of health care students: DO, PA, pharmacy, and speech pathology. This presentation will share and assess the concept of using IPE for teaching students about territorialism while creating a model to foster productive dialogues between students in medicine. Students were presented reading material and a lecture on the topic, followed by a small group discussion. Students scored their awareness of the topic prior to and after the IPE. They were also asked to describe how the presentation and IPE changed their perspective on the topic. Results from the 2021 IPE showed that 54% of students said their awareness of the topic improved, 40% did not improve, and 4% worsened. Overall the feedback was very positive. Many students felt the activity was engaging, educational and effective at establishing positive communication between student groups. Findings: from an IPE in 2022 will be included during the oral presentation. Results showed that providing controversial and relevant subjects can engage students in discussion, educate them on complicated issues in healthcare and provide an avenue to educate fellow future colleagues on their roles in medicine. The IPE designed on scope of practice provides an effective model for other educators to conduct similar educational activities on controversial topics. [ABSTRACT 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 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.)

Evaluating a virtual and in-person nutrition interprofessional educational experience for first-year medical students

Nutrition plays a critical role in preventing, managing, and treating noncommunicable diseases;thus it is essential physicians be able to appropriately refer to and collaborate with interprofessional (IP) care team members, like registered dietitian nutritionists (RDNs). This study evaluated the effectiveness of the Nutrition Clinical Experience (NCE) to increase first-year medical students' (M1s′) understanding of RDNs' roles on the IP healthcare team, common reasons to consult a RDN, and interventions RDNs implement. M1s participated in a 1.5 or 2-h IP clinical observation experience with an outpatient or inpatient RDN. Due to the COVID-19 pandemic, virtual, in-person, and hybrid experiences were offered. Before the experience, students were provided a handout with an overview of a RDN's role, description of medical nutrition therapy, and example cases. During the NCE students shadowed a RDN as they conducted outpatient encounters or inpatient rounds, and were encouraged to discuss real or sample patient cases. Students and RDNs answered post-experience 5-point Likert surveys and free-response questions to evaluate experience effectiveness. Of responding students, 96% agreed or strongly agreed the experience helped them learn about RDNs' roles and 99% agreed or strongly agreed they were more likely to involve a RDN in patient care following the experience. Additionally, after the experience, 78% of participating students identified at least one common reason to consult a RDN and 70% described at least three interventions that RDNs implement. All responding RDNs agreed or strongly agreed the experience is valuable to students and 85% agreed or strongly agreed the NCE allowed them to communicate their roles to students. The ability to deliver the experience virtually makes it a useful curricular program for schools without on-site RDNs to engage preclinical students in IP experiences. This report includes materials required for the experience. © 2023 Elsevier Inc.

Navigating COVID-19 through diverse student learning communities: Importance and lessons learned

Purpose: The purpose of this case study is to describe one Southern United States of America (US), historically Black medical school's approach to adapting medical education training through learning communities (LCs) during the COVID-19 pandemic. Design/methodology/approach: The COVID-19 pandemic created a wide variety of problems for higher education. Classes moved quickly from in-person to virtual instruction with little time for training;faculty and students had to adapt to new learning platforms, learning styles, study techniques and technological challenges. Emotions ran high due to constant change, transitions and numerous unknowns. The LC structure embedded in the curriculum of this US medical school aided in the navigation of these challenges. Findings: Of the 95 MD1-MD4 respondents combined who responded to the COVID-19 LC survey, 67% rated the LC sessions good/outstanding, 20% average, 7% poor/fair and 5% N/A. When asked if LCs had helped them during the pandemic, overall, 66% said "yes" and 34% said "no." When asked how LCs have helped during the pandemic, themes emerged related to safety, adapting to feelings of isolation/mental health/emotional support, and academic progress. Originality/value: The small LC group structure created a sense of security for receiving academic help, emotional support, a network of assistance resources and a place to process COVID-19 losses and insecurities. Receptivity to utilizing the LC structure for support may relate to the medical students' commitment to addressing health disparities, serving the underserved and embracing a medical school culture that values community. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Dermatology medical student history taking via the telephone: a way to minimize disruption to medical education, particularly during a pandemic

With an ever-ageing population the socioeconomic burden of skin disease continues to grow. Undergraduate dermatology training is essential to counter this. With dermatology exposure in medical schools limited by the current global COVID- 19 pandemic, we demonstrate how we can minimize educational disruptions without compromising the holistic approach to dermatology teaching. At our medical school, fourth-year medical students undergo a 1-week clinical dermatology attachment before sitting their fourth-year summative, which includes a dermatology objective structured clinical examination (OSCE). In view of the reduced clinics as a result of the pandemic, we implemented a virtual history-taking project. Volunteer patients with common long-term skin conditions were selected in accordance with medical student curriculum and consented to participate from their own homes. Students were observed taking a focused, timed dermatology OSCE-style history using departmental mobile telephones in loudspeaker mode, to involve their peers. They were then asked to describe an image of the skin condition and to attempt a diagnosis and management plan. They received immediate feedback on their OSCE from both the patient and a dermatology trainee. The session was evaluated via a pre- and postsession student questionnaire using a Likert scale of confidence, as well as anonymous feedback for global qualitative assessment. Preliminary feedback from 35 pre- and postsession questionnaires demonstrated a marked improvement in students' self-reported confidence in taking dermatology histories. Prior to these sessions, no students strongly agreed and 40% agreed to feeling confident in taking a dermatology history. Postsession questionnaires revealed that 37% strongly agreed and 62% agreed to feeling confident with taking a dermatology history. Students reported the opportunity to take histories from real patients useful and 'phone calls worked surprisingly well'. This project allowed the educational process to continue amidst a pandemic. Students were able to appreciate the important aspects of a dermatology history and gained knowledge about therapeutics previously used in these patients, while having a safe, empathetic and sensitive interaction with patients with skin disease.

Medical Teacher's Perception and Attitude Towards E- Teaching/ Learning During Covid 19: The Wheel of Change'

E-teaching/leaming methods have replaced classroom teaching during COVID-19 pandemic. Medical Teachers are the key stakeholders of medical education and their perception to ETL and their attitude towards it has a significant impact on education. Aim was toAssess the attitude and perception of medical teachers of SHKM, GMC, Mewat, Haryana towards ETL. This was a cross-sectional, questionnaire-based survey from 50 medical faculty members. Scoring was done according to five point Likert scale. 68%faculty was not happy about student teacher interaction,82%felt students are more attentive in classroom;were not motivated during online lectures;82%responded that students are more disciplined during classroom lectures.92%Faculty had sufficient computer knowledge and IT skills to conduct lectures,80%stated they could have flexible hours, 60%faced technical difficulties, 78%got difficulty conducting practical /clinical teaching;50%experienced ETL reduces the power of teacher in front of students;77%responded ETL reduces the skills of students in learning;68%felt would not help students in writing exams better;84%faculty agreed that they should have ETL training;84% felt ETL has limited application in medical education;78%felt ETL would slow down the curriculum;94%responded classroom lectures should not be replaced by online teaching but can be used as a supplementary tool especially during the emergency. Concluded thatETL can be an aid during an emergency such and blended learning is more acceptable. There is need to develop and implement innovative solutions in response to this present demand of use of technology to prepare for future. Training for medical teachers is required in regard to newer teaching learning technologies.

Open Distance Learning in Medical Education: Does It Improve Students' Motivation?

The COVID-19 pandemic has affected the way of teaching and learning in medicine. Conventional medical education has been fully transformed to open distance learning that includes the full utilization of various digital platforms. Thus, this study explored the impact of digital learning usage on learning motivation among medical students of Universiti Kebangsaan Malaysia (UKM) before and during the COVID-19 pandemic period. A validated Students Motivation towards Science Learning (SMTSL) tool was used to assess the learning motivation of UKM undergraduate medical students throughout years 1 to 5. Digital learning during the COVID-19 pandemic was significantly higher compared to before the pandemic (p <.05) but there was no significant difference (p =.872) in learning motivation. The use of digital learning among clinical students was significantly higher during the COVID-19 pandemic as compared to preclinical students (p <.05). There was a moderately strong correlation (r =.512) between digital learning and learning motivation. Hence, digital learning should be utilized as an additional driving factor to increase learning motivation, especially during this current pandemic. © The Author(s) 2023.

Use of a webinar series to improve exposure to oral & maxillofacial surgery during a global pandemic

Exposure to OMFS at undergraduate level is rare. Students seeking such exposure often struggle to access important information that would help them decide about a future career in OMFS. The COVID-19 pandemic has made access to such information, for example career workshops and specialty conferences, more difficult. This paper discusses our experiences of setting up an online webinar series aimed at providing practical advice for undergraduates and early trainees interested in the field of OMFS. Clinicians were approached via email and/or social media to deliver a structured programme of key advice and guidance about OMFS. Individual undergraduate and surgical societies were emailed in order to advertise the series which included talks such as 'Week in the Life', 'Subspecialties' and 'Portfolio Building'. An interactive poster containing a Quick Response code was circulated to allow a streamlined registration process. The seminars were held via Zoom videoconferencing software and feedback collated via Typeform using a Likert-scale questionnaire. On average, the webinars were 60 minutes long and each attracted 53 attendees. The series attracted 183 unique participants. The majority of attendees were dental students and 85% were based in the UK. Overall, 94% felt their knowledge of the specialty had improved and 86% were more likely to consider pursuing OMFS as a career as result of the series. This paper shows that videoconferencing is a useful modality to engage with junior trainees and has a wide reach. These benefits must be harnessed going forward to improve access and exposure to OMFS in early trainees.Copyright © 2022 The Authors

IoT & ML-Based Healthcare Monitoring System-Review

Intelligent medical management is one of several modern city and society management fields where the Internet of Things (IoT) is essential. Smart cities' current engagement between technology and the health care system is strengthened by the intelligent IoT's limitless networking capabilities for big data analysis in medicine. Allows for more practical methods for efficiently monitoring patients' health and providing medical services remotely online assessment of patients' health status by doctors, nurses, and other healthcare professionals. The of the current study aims to provide a full examination of the function of IoT in medical management systems, analyse the available concerns, and address many of the open questions. It also aims to provide an up-to-date and comprehensive review of this field. Enabling technology and hints at a variety of uses There have been suggested research plans. The following are some examples of IoT applications from previous studies: wearable technology, monitoring technology, rehabilitation technology, telehealth, behaviour modification, smart city, and smart home. This comprehensive review identifies the crucial elements that make it possible to comprehend the healthcare possibilities and obstacles providers to put IoT applications into action. Lastly, anticipated COVID-19 effects on IoT uptake this review assessed in the field of healthcare. © 2022 IEEE.

Very simple PDF-based online ageing game equivalent enhances medical students' understanding of elderly patients

Background: Aging simulation games are established tools in undergraduate medical education aiming to provide medical students with insights into elderly patient's everyday life and raise awareness for age-related difficulties. At Leipzig University, a 90-min ageing simulation game is part of a compulsory geriatric medicine course in the fifth study year (of six). In the course of online teaching during the COVID-19 pandemic, we replaced the classroom-based simulation with an elementary online version based on four PDF documents containing audio and video links, directives for 'do it yourself' experiences and prompts for reflection. Research question: Is a simple, self-directed online ageing game able to provide students with relevant experiences and insights to enhance their understanding of elderly patients? Methods: Anonymous post-hoc survey among 277 fifthyear medical students eligible for the course in 2020. Descriptive statistical analysis and qualitative analysis of students' free-text responses regarding their main insights from the course. Result(s): Response rate was 92.4% (n=256, ;age =26 years, 60% women). 88% of the students enjoyed working on the course, and 83% perceived it as practice-orientated. 75% reported having gained new personal insights and 60% new professional knowledge. Although 92% reported an enhanced understanding of elderly patients, 85% disagreed that online simulations may generally replace realworld ageing games. PDF documents containing audio and video links directly imitating conditions (visual or hearing impairment) were rated best. Students' main insights from the course (qualitative data) most frequently referred to aspects of professional interaction with geriatric patients, knowledge about conditions/diseases, role reversal, and enhanced empathy. Conclusion(s): Very simple online ageing game equivalents can provide students with relevant insights and raise awareness for elderly patients' needs. They might be alternatively implemented into the education of health professionals where resource-intensive real-world simulations are unfeasible.

Preparing for professional programs: Strategies and practices for pre-medical education

This study examines the preparation process for students in professional programs and highlights strategies and practices for pre-medical education. The COVID-19 pandemic has highlighted elements of the healthcare system that explore how critical physicians are that can lead with both a global perspective and with compassionate patient care. In order to understand the competencies required for this leadership process, it is critical to consider the medical school lifecycle from the undergraduate education to residency. Working from the admissions process, we consider what competencies are required for medical school success and physician preparedness and we use that to shape a solid pre-medical education. The candidate review process that generally includes academic metrics of grade point average and MCAT score, is extended to include noncognitive factors like empathy, ethical responsibility, resilience, grit and motivation. From providing early exposure to identifying commonalities among successful medical students, it is important to align current curriculum modifications with the future physician needs. Additionally, success among medical students that completed a post-baccalaureate program or engage in premedical programs increase likelihood of success among students that otherwise would not have successfully matriculated based on research on predictive validity. As we consider preparing the next generation of healthcare professionals, it is critical to examine the competencies necessary for medical school preparedness and preparation for leading and practicing medicine in a connected world. (PsycInfo Database Record (c) 2023 APA, all rights reserved)