Are doctors feeling burnout? - Multicenter cross-sectional study on burnout syndrome and its determinants during the ongoing pandemic.

Background: Though the concept of burnout has been around for long, its significance is increasing nowadays owing to the demanding nature of jobs. The latest ICD-11 also provides a detailed description of Burnout syndrome. Physicians are at high risk for experiencing burnout and this becomes especially relevant in the ongoing COVID-19 pandemic. Aim: To determine the risk of burnout among medical faculty and its predictors, if any. Materials and Methods: This was a multicentric cross-sectional study that included medical faculty from four tertiary care government teaching hospitals in north India. A survey was conducted during the current COVID-19 pandemic to assess burnout using a structured online questionnaire based on Burnout Assessment Tool. The questionnaire also included relevant socio-demographic, professional, health, and lifestyle-related details. Descriptive statistics, Mann-Whitney U Test/Kruskal Wallis Test, and Kendall's tau-b Test were used for statistical analysis. Results: A total of 244 medical faculty completed the survey. 27.87% were at risk of burnout, out of which 11.89% were at a very high risk of burnout. Dissatisfaction with the job and dissatisfaction with sleep (P < 0.01 for both) were associated with greater burnout scores and a greater risk of burnout. Conclusion: Faculty members are at high risk of burnout, regardless of sociodemographic and work-related factors.

Sabbaticals in US Medical Schools.

BACKGROUND: Sabbaticals are an important feature of academia for faculty and their institutions. Whereas sabbaticals are common in institutions of higher learning, little is known about their role and utilization in US medical schools. This perspective piece examining sabbaticals in medical school faculty was undertaken at a time that well-being of health professionals was increasingly being recognized as a workforce health priority. METHODS: We surveyed associate deans at US medical schools in 2021 about faculty who had taken sabbaticals within the past 3 years, the parameters of the sabbaticals, and institutional policies and respondents' predictions of future sabbatical use. RESULTS: A total of 53% of respondents reported any faculty had taken sabbaticals in the past 3 years (M = 6.27; Median = 3; range = 1-60). Institutions rated enhancing research as the most important objective, while recognizing other benefits. Sabbaticals were more commonly taken by male, white, senior faculty PhDs. Details about sabbaticals, including eligibility, expectations, length, financial support, and benefits were reviewed. Most (54.8%) respondents expected no change in the number of faculty seeking sabbaticals. Nearly all anticipated the COVID-19 pandemic would not affect sabbatical policies. CONCLUSION: In contrast to other institutions of higher learning, sabbatical-taking by medical school faculty is rare. We explore factors that may contribute to this phenomenon (eg, the tripartite mission, faculty clinical responsibilities, culture of medicine, and student debt). Despite financial and other barriers, a closer look at the benefits of sabbaticals is warranted as a mechanism that may support faculty well-being, retention, and mental health.

A survey-based research of medical faculty students' experiences on anatomy education during the Covid-19 pandemic process.

PURPOSE: In this study, the purpose was to uncover the views of medical students about online anatomy education adopted during the COVID-19 pandemic period. It was also aimed to determine whether medical school students found online education suitable for anatomy lectures and which materials they desired to use during teaching anatomy practice lectures in this process. METHODS: A survey form that was prepared with the Google Survey application was administered to the Medical Faculty Term 1 and 2 students who received anatomy courses at Istanbul Yeni Yüzyil University in the spring semester of the 2019-2020 academic year. RESULTS: A total of 180 students, 53.89% of whom were 1st graders and 46.11% 2nd graders participated in the study, and 43.89% of the students stated that they found online education suitable for anatomy theoretical courses, and 12.78% for anatomy practice courses. Also, 43.75% of Term 1 and 41.77% of Term 2 students stated that the pandemic negatively affected the teaching of anatomy theoretical courses. It was found that students considered that anatomy practice courses were more affected by the pandemic before and during the pandemic (P<0.001). CONCLUSIONS: This study uncovered that the pandemic process negatively affected anatomy education and students made more use of face-to-face education. We believe that the results obtained in the study will shed light on the views of anatomists on the teaching of anatomy in the online education process.

Learners' characteristics and the mastery of digital education during the COVID-19 pandemic in students of a medical faculty in Germany.

BACKGROUND: In response to the spread of the coronavirus, educational institutions have been closed and digital education has become a new teaching method to ensure the continuity of medical education. Since this format was a new form of learning for students at medical faculties in Germany, little is known about the perception of it and the factors that contribute to successful mastery. The current study aimed to analyze students' learning experiences during the first online semester and to identify associations between learners' characteristics and enjoyment, mastery experiences, as well as the perceived stress level. METHODS: In this cross-sectional study, students of a medical faculty from Germany answered an online questionnaire including information about perceptions towards digital education and learners' characteristics (study skills and dispositions). Data were analyzed using multivariate linear regression analysis. RESULTS: In total, 383 students responded to the online survey. A majority of students felt at least somewhat worse about their studies compared to before the pandemic. Success of study tasks was related to preferences for cooperative learning (B = - 0.063, p < .001) and success of study organization was associated to the use of metacognitive learning strategies (B = 0.019, p = .04). Enjoyment of studying in times of digital education was positively related to the use of metacognitive strategies (B = 0.049, p = .04) and self-efficacy (B = 0.111, p = .02). The perceived stress was influenced by cognitive strategies (B = 0.401, p = .02) and test anxiety (B = 0.466, p < .001). CONCLUSIONS: Although students perceive digital teaching as a good alternative for big courses, those with low self-efficacy beliefs and low self-regulation have problems in coping with the demands of this learning format and need further support.

Significance of Faculty Development for Higher Education in Health: Social Representations

This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's metodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking.

The blacksmith approach: a strategy for teaching and learning in the medical anatomy course (a qualitative study).

BACKGROUND: Anatomy is a symbolic, essential core topic and one of the fundamental pillars of medical and paramedical knowledge. Nevertheless, few exploratory data analyses have focused on how students approach learning anatomy. This study examined how students perceive their learning experience during anatomy lessons and how to make a model which promotes their meaningful learning and professional identity. METHODS: Using purposive sampling with maximum variation, we conducted a qualitative content analysis at the Shiraz University of Medical Sciences in Iran (2020 to 2021). Twenty-four medical students and twelve faculty members of Iran's medical science universities were enrolled in the study. The data were collected through semi-structured interviews and analyzed according to the theme. RESULTS: A conceptual model emerged from the data analysis with the main theme called the blacksmith approach, which included Three sub-themes: (1) making a new forge (adequate preparation and mindful beginning), (2) heating the students' hearts (considering supporting systems that learners need) and (3) using Sledgehammer's approach (teaching anatomy by using more active methods and engaging all neuroanatomical regions) and (Using fun for enjoyable learning). All the concepts were related to each other. CONCLUSION: Medical students experience a challenging fundamental evolution into professional doctors. Educational systems focus primarily on teaching and learning, while students' transition can be facilitated by a three-step model called the Blacksmith Approach. It best serves as an educational framework for any pivotal, preclinical course capable of helping students acquire new roles and tackle challenges. Further research should be conducted to confirm how hard work leads to satisfying results with the opportunity to create enjoyable learning.

Significance of Teaching Development for Higher Education in Health: Social Representations

This article aims to apprehend the present elements in the social representation of faculty development (FD) in higher education in health areas. FD is understood as a set of institutional tools that enable teachers to carry out a multiplicity of action to support their pedagogical practice. Social representation research with a qualitative approach. The research took place at three higher education institutions on southern Brazil, with faculty members from the undergraduate courses in Nursing (10) and Medicine (11), totaling 21. The production of data took place through in-person and online semi-structured interviews (COVID-19). The analysis technique followed Moscovici's methodological steps, through two processes of Social Representation formation: objectification and anchoring. It is concluded that the FD process is shown to the personal and professional growth of those who commit to it, providing the development of critical-reflective thinking.

Implementation Plan and Solutions to the Challenges Faced by Medical Faculty During COVID-19 Pandemic: Transition to the New Normal

Objective: To assess faculty perception regarding the transition from traditional to online classrooms and highlight the problems and devise possible solutions for these problems. Study Design: Cross-sectional study. Place and Duration of Study: Two Public and five Private Sector Medical Institutes in the month of September 2020. Methodology: An online questionnaire comprising three sections, including consent, personal information and questions related to the experience regarding online teaching, was designed. The questionnaire was posted online, and medical faculty of public and private sector medical universities in Karachi were invited to participate in the study. As a result, the MBBS, BDS, and DPT teaching faculty of two public sectors and three private sector medical colleges/universities who took the online classes participated in the study. Result: 41.2% response rate was recorded. 42 (61.8%) participants felt training given by their institutes was satisfactory. 67 (98.5%) of participants felt that a user-friendly system was employed for online teaching. 61 (89.7%) participants changed teaching strategy, although 49 (72.1%) were unprepared. 67 (98.5%) participants felt student feedback was essential, and 86.8% felt the interaction was vital. 66 (97.1%) participants said clinical teaching was compromised. Student behavioural issues were identified by 22 (32.3%) of faculty members. Problems with technology was faced by 33 (48.5%) participants. Conclusion: Online teaching and learning is expected to continue in the new normal post-COVID-19 era. The transition was difficult, but faculty training programs promise improvement to continue this strategy in future. © 2022, Army Medical College. All rights reserved.

Evaluation of views and perceptions of the medical faculty students about distance anatomy education during the COVID-19 pandemic.

PURPOSE: This study aimed to investigate the students' opinions about the distance anatomy education given in our faculty at the COVID-19 pandemic and present our department's experiences. METHODS: An online questionnaire designed for medical faculty students. The questionnaire was applied to 355 volunteer medical faculty students. The questionnaire consisted of demographics, five-point Likert items, and open-ended questions. The questionnaire was applied between August and September 2020. Distance anatomy education activities were evaluated during March and July 2020. RESULTS: Results showed face-to-face theoretical anatomy education was found to be more effective than distance anatomy education conducted with recorded lecture videos. Even though the positive aspects of distance anatomy education stand out in topics, such as time management, it has been stated that cadaver and laboratory education has been disrupted. Most of the students agreed that they spent more time on supplementary resources during distance anatomy education. CONCLUSION: The COVID-19 pandemic has provided an unexpected experimental environment. The demand for a blended method, which consists of distance (supported by video recordings) theoretical anatomy education and face-to-face practical anatomy education for the post-pandemic period comes to the fore. Distance anatomy education brings some problems with it due to its nature, and it is essential to seek unique solutions to them. Evaluating the perceptions of the parties will play an essential role in solving the problems of distance anatomy education and in the formation of future anatomy education styles.