Creating a smart classroom on intensive care using assisted reality technology

Introduction: Medical students receive relatively little exposure to intensive care medicine throughout their undergraduate training in comparison to other specialties. The COVID-19 pandemic further hindered students' exposure with entrance to intensive care units (ICU) limited to conserve personal protective equipment (PPE) and reduce the risk of virus spread. To address this problem, this study explored the use of assisted reality technology to create a smart classroom whereby medical students can experience intensive care medicine with the COVID-19 risks mitigated. There is existing literature describing the use of live streaming ward rounds using wearable technology to teach medical students, however, we believe this is the first time assisted reality technology has been harnessed to develop a teaching curriculum on intensive care.1 Objectives: This study aimed to assess the feasibility of using a wearable headset with assisted reality technology to live stream intensive care teaching to remotely based medical students. Method(s): Three intensive care teaching sessions were live streamed to three groups of medical students using the AMA XpertEye wearable glasses. The teaching session focused on the intensive care bed space and equipment as well as the assessment of a critically unwell intensive care patient. Two educators were required to facilitate the optimum learning environment. One educator wore the assisted reality technology glasses on the ICU whilst the other educator remained with the students to facilitate group discussion. The educators had the means to communicate via inbuilt technology on the glasses. Feedback from students was collected using the evaluation of technology-enhanced learning materials (ETELM).2 Results: The response rate for the ETELM survey was 100%. Students strongly agreed that the session was well organised, relevant and that the navigation of technology-based components was logical and efficient. 'There was a strong instructor presence and personal touch to the session' returned the strongest positive response. 'This session will change my practice' received the most varied response from students, potentially due to their stage in undergraduate training and distance from actual clinical practice. Students strongly disagreed that their learning was affected by technology issues. Educators reported problems with securing a patient appropriate to be involved alongside the busy clinical demands of the ICU. Facilitation by trained educators was crucial to ensure the teaching sessions were high quality. Conclusion(s): The use of smart classrooms on intensive care using assisted reality technology was very well received by medical students and educators. The main limitations included the necessity to balance the delivery of teaching alongside the clinical demands of the unit, however this is arguably the case with most forms of clinical teaching. There is the potential to continue using smart classrooms in the post-pandemic period, as they provide an open and safe platform for students to explore intensive care medicine and to ask questions that they may feel less able to raise in the busy clinical environment.

COVID-19: Adapting to change, general surgery at a district general hospital in the United Kingdom

The Coronavirus pandemic has caused major change across the world and in the National Health Service. In order to cope and help limit contagion, numerous institutions recognised the need to adjust clinical practice quickly yet safely. In this paper, we aim to describe the changes implemented in a general surgery department at a district general hospital in the United Kingdom. Across the surgical specialties, frameworks, protocols and guidelines have been established locally and nationally. The aerosol generating procedures involved in general surgery required us to alter our daily activities. Modifications to patient management were necessary to try and reduce viral spread. Staff wellbeing was heavily promoted in order to help maintain the frontline workforce. A holistic approach was required.

Patient's perspectives of treatment satisfaction and efficiency of the 2:1 clinical education model in physical therapy rehabilitation

Managing clinical education placements in physical therapy and physical therapy assistant programs continue to evolve to meet the needs of accredited programs (Commission on Accreditation in Physical Therapy Education [CAPTE], 2021b). The onset of COVID-19, the increased market demand, and the rise of more universities' program growth in physical therapy created a need for increased clinical placements. The 2:1 model has the potential to increase available placements. However, the implementation is slow due to resistance and obstacles. The 2:1 clinical model differs from the 1:1 model because it adds another student in the clinical experience for the clinical instructor;therefore, one clinical instructor mentors two students simultaneously. Research on the 2:1 model explored the viewpoints of clinical instructors, students,academia, and clinical site coordinators and lacked patient perspectives. This qualitative multiplecase study included an exploration of the patient's perspective of treatment satisfaction and efficiency of the 2:1 clinical education model. Reflexive thematic analysis, RA, was the method applied to the data obtained through semi-structured interviews. RA uses an inductive approach in qualitative studies for healthcare research without a predetermined set of codes or a codebook(Braun et al., 2021, 2014). Kotter's Change Management Model, KCMM, was the theoretical framework for this study. The first step is to create a sense of urgency, accomplished by the COVID-19 pandemic, market demand, and an increase in physical therapy and physical therapist university programs. This study focused on the second step, which is to create a guiding coalition of all the stakeholders. Obtaining patient perspectives was essential, as it was missing from previous research. Patients are the stakeholders who are usually the primary stakeholder for quality control in healthcare. The positive results of this study about satisfaction and effectiveness of the 2:1 model were from seven participants of diverse ages, locations, treatment settings, and diagnoses and supported 2:1 model in physical therapy and physical therapist assistant clinical education. By gaining insight from a primary stakeholder contributed to the gap in the literature and supported implementing a change initiative for the 2:1 model. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Impact of COVID-19 on Clinical Education for Occupational Therapy Students: A 3-Year Longitudinal Study on Fall Risk Prediction Ability.

This study aimed to examine if there were disadvantages to student learning and application when clinical education is canceled due to factors such as COVID-19 pandemic that occurred between 2020-2021. Forty occupational therapy students participated in the study, and they were classified into two groups: those with clinical education (clinical education group) and those without clinical education (inexperienced group). TP-KYT, which assesses a client's ability to predict risk related to falls, was administered in the first and final year. The inexperienced group showed less ability to predict risk related to client falls than the clinical education group.

Development, Implementation and Evaluation of an Acute Care Physical Therapy 'Float' Placement during the COVID-19 Pandemic: A Case Report.

Clinical education is a mandatory component of physical therapy curricula globally. COVID-19 disrupted clinical education, jeopardizing students' abilities to meet graduation requirements. The objective of this case report is to outline the development, implementation and evaluation of a multiple clinical instructor (CI), multiple unit, acute care float clinical placement for a final year, entry-level physical therapy student and offer implementation recommendations. This placement included an eight-week, multiple CI (one primary, four supporting), multiple (five) unit clinical placement which was developed between St. Joseph's Healthcare and the McMaster University Masters of Science (Physiotherapy) Program between 10 August and 2 October 2020. Student evaluations and reflections by the student and CIs were collected and analyzed using interpretive description. Analysis from the reflections revealed six themes: (1) CI and student attributes; (2) increased feasibility; (3) varied exposure; (4) central communication and resources; (5) organization; and (6) managing expectations. An acute care clinical experience is required for students in Canadian entry-to-practice physical therapy programs. Due to COVID-19, placement opportunities were limited. The float placement allowed clinicians to offer supervision despite staff re-deployment and increased organizational and work-life pressures during the pandemic. This model provides an approach to extenuating circumstances and may also increase acute care placements during non-pandemic times for physical therapy and other similarly structured healthcare professions.

While allied health students prefer face-to-face clinical placement, telehealth can support competency development: results from a mixed-methods study.

Introduction: Student clinical placements are a mandatory requirement within most accredited health programs. During the COVID-19 pandemic, many health settings that had traditionally provided placements cancelled their offerings. Telehealth services however, increased and emerged as an alternative placement setting. Aim: To compare the learning experiences for allied health students provided by telehealth and face-to-face accredited health placements. Methods: Health students, from a university clinic between March to December 2020, delivering both face-to-face and telehealth consultations, were invited to complete a telephone survey with 3 demographic questions; and 10-items comparing their telehealth and face-to-face learning experiences. Pearson's chi-squared/Fisher's exact test was used to examine the association between each item and consultation setting. Qualitative survey data was thematically analysed using a descriptive approach. Results: 49 students from 2 universities and 5 disciplines completed the survey. Students rated their face-to-face experiences significantly higher than their telehealth experiences across all items (all p-values <0.01). Across 9 items students reported positive learning experiences in both settings. Students had greater opportunities to work in a multidisciplinary team in a face-to-face setting. Four themes were generated: (1) placements can vary in quality regardless of setting; (2) telehealth can provide valuable learning experiences and support competency development; (3) enablers for telehealth placements and (4) barriers for telehealth placements. Conclusion: While telehealth can support student learning and competency development, in this study students preferred face-to-face experiences. To optimise telehealth placements consideration needs to be given to barriers and enablers such as technological issues and university curricula preparation.

Allied health clinical placements with a remote supervision model: Students' and clinical educators' perceptions

COVID-19 restrictions prompted change to clinical placements for students, including a move to a remote supervision model where students, clinical educators, and patients were geographically remote from each other but connected via videoconferencing technology. A total of seven students and 11 clinical educators from occupational therapy and speech pathology participated in focus groups, reflecting on their experiences and perceptions of the rapid transition to remote supervision. Qualitative data were analyzed using a thematic analysis approach. No participants had experience with remote supervision prior to COVID-19. Three key themes were generated from the data: (a) key considerations, processes, and suggestions for remote supervision, (b) impact of remote supervision on relationship development, and (c) development of student professional competencies within the model. This study provides insights and practical considerations for implementing remote supervision and confirms this model can effectively meet students' supervision needs and support the development of professional competencies. [ FROM AUTHOR] Copyright of Distance Education is the property of Routledge 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 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 . (Copyright applies to all s.)

Exposing learners to practice: When crisis presents new opportunities

Clinical education is the center of professional preparation in healthcare fields, linking theoretical knowledge with clinical practice in the minds and behaviors of student clinicians. Clinical education, supervised by educators who are licensed professionals, is essential in the process of creating new professionals. What does a professional training program do about clinical education when the world shuts down? This chapter addresses the context of a private, not for profit university's response to the COVID-19 public healthcare crisis in spring of 2019 and the process by which a graduate training program in speech-language pathology re-organized, and re-visioned, clinical education in that context. The process allowed an upper cohort of students to graduate successfully and on time, engaged a lower cohort of brand-new clinicians in meaningful clinical learning, and taught the program new lessons about what is important in designing clinical education. (PsycInfo Database Record (c) 2023 APA, all rights reserved)

Student Confidence and Interest in Acute Care Physical Therapy Through Peer Simulation: Does Delivery Mode Matter? A Research Report

Introduction: The COVID-19 pandemic caused various challenges to the academic setting, especially for health care programs that require face-to-face (F2F) interactions to learn psychomotor skills. Simulation is often used to integrate didactic knowledge and enhance psychomotor skills to prepare students for clinical education experiences. The purpose of this study was to compare student confidence and interest in setting type prior to a first clinical education experiences between students who completed an F2F peer simulation course and students who completed the course virtually. Method(s): Subjects included second-year doctor of physical therapy students who participated in the F2F course in 2019 (n = 37) and those who completed the virtual course in 2020 (n = 36). A 5-item pre- and postcourse self-assessment was administered to evaluate student confidence and interest in the acute care setting. A factorial analysis of variance was used to examine confidence scores of both cohorts at pre- and postcourse assessment. Result(s): Confidence rating of students from both cohorts significantly improved from precourse to postcourse in all areas, indicating that all students showed improved perceived confidence in their clinical skills upon completion of the course. However, the ratings of "ability to respond to changes in patient status in the acute care setting" were significantly greater in the F2F cohort than in the virtual cohort at the end of the course. There was also a positive interaction effect of cohort year (delivery mode) indicating that the F2F cohort had a stronger response in level of perceived confidence compared with the virtual cohort. In addition, student interest in the acute care setting was significantly greater at postcourse assessment for students from both cohorts. Conclusion(s): Postcourse rating of student-perceived confidence in clinical skills performance and interest in the acute care setting improved regardless of the mode of delivery of the course. However, when examining student-perceived confidence levels to respond to change in patient status, students who participated in the F2F course felt more confident in their ability to do so. Although perceived confidence levels improved for all students, virtual learning of clinical skills may not be as effective in training students to safely treat complex patients in the acute care setting.Copyright © 2023 Lippincott Williams and Wilkins. All rights reserved.

Creation of an asynchronous faculty development curriculum on well-written narrative assessments that avoid bias.

BACKGROUND: The COVID-19 pandemic in parallel with concerns about bias in grading resulted in many medical schools adopting pass/fail clinical grading and relying solely on narrative assessments. However, narratives often contain bias and lack specificity. The purpose of this project was to develop asynchronous faculty development to rapidly educate/re-educate > 2000 clinical faculty spread across geographic sites and clinical disciplines on components of a well-written narrative and methods to minimize bias in the assessment of students. METHODS: We describe creation, implementation, and pilot data outcomes for an asynchronous faculty development curriculum created by a committee of volunteer learners and faculty. After reviewing the literature on the presence and impact of bias in clinical rotations and ways to mitigate bias in written narrative assessments, the committee developed a web-based curriculum using multimedia learning theory and principles of adult learning. Just-in-time supplemental materials accompanied the curriculum. The Dean added completion of the module by 90% of clinical faculty to the department chairperson's annual education metric. Module completion was tracked in a learning management system, including time spent in the module and the answer to a single text entry question about intended changes in behavior. Thematic analysis of the text entry question with grounded theory and inductive processing was used to define themes of how faculty anticipate future teaching and assessment as a result of this curricula. OUTCOMES: Between January 1, 2021, and December 1, 2021, 2166 individuals completed the online module; 1820 spent between 5 and 90 min on the module, with a median time of 17 min and an average time of 20.2 min. 15/16 clinical departments achieved completion by 90% or more faculty. Major themes included: changing the wording of future narratives, changing content in future narratives, and focusing on efforts to change how faculty teach and lead teams, including efforts to minimize bias. CONCLUSIONS: We developed a faculty development curriculum on mitigating bias in written narratives with high rates of faculty participation. Inclusion of this module as part of the chair's education performance metric likely impacted participation. Nevertheless, time spent in the module suggests that faculty engaged with the material. Other institutions could easily adapt this curriculum with provided materials.

Do Not Attempt Conversations Pre-Rehearsal: Teaching Medical Students to Have Dnacpr Conversations

Introduction The Recommended Summary Plan for Emergency Care and Treatment (ReSPECT) form is widely adopted to document advanced care plans, including Do Not Attempt Resuscitation (DNACPR) decisions. Communication between clinicians and patients, or next of kin is required for completion. It is widely documented UK medical students have little exposure to these experiences, including being asked to leave whilst they are occurring. During the COVID19 pandemic, Foundation Year 1 (FY1) doctors led discussions with increased frequency and autonomy, with no documented concurrent training. We present a novel learning experience designed to aid these discussions. Students were timetabled to a 1.5 hour workshop, facilitated by a clinical teaching fellow. They were invited to complete ReSPECT form for a celebrity to familiarise themselves with the layout. They then considered a patient admission scenario in 3 different groups from the perspective of the patient, family and medical team, and used this to contemplate potential, future, emergency treatments. Subsequently a discussion surrounding CPR effectiveness, ways of communicating this, and legal advanced decision documents occurred. The session concludes with scrutinising example ReSPECT forms provided by the Resuscitation Council UK. Method Students' confidence levels were measured pre and post session using a Likhert scale questionnaire. Results 90 students attended workshops across 6 rotations. 80% students completed post - session questionnaires, of which 100% reported an increase in confidence with having a DNACPR/advanced care planning discussion compared to before the session. Conclusion DNACPR conversations can incite anxiety in any seniority of health care professionals. Medical educators need to adequately prepare medical students during their training in advanced care planning and DNACPR discussions. This can be done with simulated workshop experiences, reinforced with opportunistic or organised observational experience. Adequate preparation will lead to increased confidence in discussions, ultimately leading to better experiences for patients and their families.

Virtual undergraduate dermatology teaching using headmount camera video

Undergraduate clinical dermatology teaching in our hospital was delivered pre-COVID-19 to fourth-year medical students via an objective structured clinical examination-style circuit education session, with preselected live patients displaying important clinical presentation signs. A combination of posters, quizzes and interactive stations (e.g. topical therapy application and cryotherapy demonstration) were also used. Feedback for this consultant-delivered clinical teaching session was always excellent. However, this format did not lend itself easily to virtual teaching when COVID-19 forced immediate changes to undergraduate teaching delivery. A particular, understandable anxiety specifically reported by students was the loss of 'hands-on' clinical teaching with patients. Despite COVID-19 restrictions, a significant number of our face-toface clinics continued and so to harness these clinical teaching opportunities, both live and recorded patient video interactions were arranged. With local university and health-board approval, we obtained written patient consent to record consultations and used secure portals offered by Microsoft Office 365 to display live videos or recorded consultations using a secure NHS Microsoft Teams group, which allowed storage of these teaching videos within its One Drive application. To mimic a 'hands-on' patient interaction, a head-mount (temporal), wireless, 4 K camera was used to mirror the view of the clinician. For skin lesion consultations, ring lamp and dermoscopy magnification examination could also be included (additional still images could also be added retrospectively to any offline video edit). Full-skin examination and general dermatology findings, such as rash pattern and distribution, were highlighted. Some surgical procedures were also recorded, including local anaesthesia infiltration, skin excisions and curettage, as well as cryotherapy administration and topical therapy application. Despite novice use of this teaching technique, video quality was good and feedback excellent, with students appreciating the efforts made to provide interactive clinical teaching during an unprecedented time. Limited existing literature highlighting the use of such teaching models has mainly come from its application in postgraduate surgical specialty intraoperative teaching. We hope the merits of these techniques can be applied to current undergraduate dermatology teaching methodology. We plan to continue to record further clinical consultations to expand our existing teaching video portfolio and are likely to continue to use this as an adjunct resource in our undergraduate teaching delivery. Depending on student feedback, we may consider future professional video recording methods from our university and medical illustration colleagues.

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.

Evaluation of the Quality of Clinical Education and the Clinical Self-efficacy of Nursing Students during the COVID-19 Pandemic

Background: Clinical education is the most important part of the education of nursing, operating room, and anesthesia students. During the COVID-19 pandemic and the suspension of clinical training, these students became very concerned. Nursing schools also limit clinical education to create a balance between students' educational needs and safety. Therefore, the present study aimed to investigate the effect of changing clinical education conditions during the COVID-19 pandemic on the quality of clinical education and the clinical self-efficacy of nursing, operating room, and anesthesia students in Tehran, Iran. Methods: This descriptive cross-sectional study was conducted in 2020 on 277 seventh and eighth-semester nursing, operating room, and anesthesia students in Tehran, Iran. Students were selected by simple random sampling using a random number table. The study tools included the demographic questionnaire, the clinical education quality questionnaire, and the clinical self-efficacy questionnaire, which were sent to the participants via WhatsApp and Telegram after confirming their validity and reliability. Results and Discussion: 64.30% of students were female, and the mean age was 23.59±3.49. The mean of total scores for the quality of clinical education and clinical self-efficacy was equal to 57.38±12.43 and 104.88±23.01, respectively. 57% of students considered moderate the level of the quality of clinical education and 51.60% of them moderate the level of clinical self-efficacy. The total score for clinical self-efficacy significantly correlated with the quality of clinical education (r=0.12, P-value=0.04). Conclusion: The use of new educational methods, planning the course based on the needs of learners and in accordance with the conditions, and increasing the capability and the clinical self-efficacy of nursing students should be considered by nursing professors. © 2023 Khari et al.

Combatting with challenges in medical education during COVID-19 pandemic: A mixed-methods study on the effectiveness of e-learning in pediatric clinical clerkship of a university hospital, Pakistan

The purpose of this research is to ascertain the effectiveness of using the e-learning method for a module in pediatric clerkship at the [redacted name] University Hospital, Karachi. The fourth-year undergraduate medical students, who rotates for eight weeks in Pediatric clerkship, participated in this study. It was a sequential (Quantitative-Qualitative) mixed-method study, which was conducted from May-August 2020. Students were divided according to their status of in-person rotation (Novice, Semi-expert, Expert). The quantitative component of the study consisted of pre and post-tests and pre-validated post-session feedback., while focused-group discussions were done to explore students' experiences. SPSS version 20.0 was used for quantitative data while qualitative data underwent content analysis. Fifty-nine participants (68.8%) were female. The intervention batch comprised of 102 students (41 Novice (40.2%), 21 Semi-expert (19.6%), and 40 Expert (39.2%)). Using paired t-test analysis between pre and post-test scores of each session, it was discerned that there was indeed a positive effect on knowledge acquisition during each session, depicted by the improvement in test scores. The Semi-expert and Expert groups were merged for analysis. The Novice group was found to be statistically significant for only the common newborn problem session. The qualitative component explored students' views, and three main themes emerged, i.e., the effectiveness of online learning, barriers and challenges to online learning, and future goals to enhance online learning. In conclusion, E-learning is an effective way of continuing the process of delivering medical education, especially in unprecedented times. Technological enhancements will help carry the impact forward as a blended-learning pedagogical approach in undergraduate medical education. © The Author(s) 2023.

Changes in Patient Perceptions of the Provider Most Involved in Care During COVID-19 and Corresponding Effects on Patient Trust.

During COVID-19 routine clinical operations were disrupted, including limits on the types of providers allowed to perform in-person care and frequency of times they could enter a patient's room. Whether these changes affected patients' trust in the care they received during hospitalization is unknown. Hospitalized patients on the general medicine service were called after discharge and asked to identify who (attending, resident, etc.) was most involved in their inpatient care, and how much trust they had in the physician caring for them. During the pandemic patients were more likely to report attending physicians (29% to 34%) and nurses (30% to 35%), and less likely to report residents/interns (8.1% to 6.5%) or medical students (1.7% to 1.4%) as most involved in their care (chi-squared test, p = 0.04). Patients reporting their attending physician as most involved in their care were more likely to report trusting their doctor (chi-squared test, p < 0.01). As such, trends in medical education that limit trainees' time in direct patient care may affect the development of clinical and interpersonal skills necessary to establish patient trust.

Effectiveness of an online program using telesimulation for academic-clinical collaboration in preparing nurse preceptors' roles.

AIM: To evaluate the effectiveness of an online program on nurse preceptors' knowledge and self-efficacy in their roles to support students' clinical education, and to examine their online experience. BACKGROUND: Professional development of nurse preceptors is paramount to fostering work readiness of future graduate nurses on entering the workforce. The support from academic institutions in developing preceptors' roles in clinical teaching and assessment is pivotal. DESIGN: This study employed a mixed-methods design. METHOD: A total of 59 nurse preceptors from six healthcare institutions participated in an online preceptor program by collaborating with academic educators in facilitating student clinical learning and assessment through telesimulation following web-based instruction. Pre-test and post-tests were administered to evaluate the preceptors' knowledge and self-efficacy in their roles. Survey questionnaires and focus group discussions were conducted to evaluate their online experience. SQUIRE 2.0 guidelines were applied. RESULTS: The preceptors demonstrated significant improvements (p < .001) in knowledge and levels of self-efficacy in their preceptor roles immediately and 1 month after the program. The following four themes emerged from their learning experiences: 'interactive learning approach', 'academic-practice collaboration', 'better understanding of clinical assessment tool' and 'application of teaching strategies'. The preceptors reported positively on their motivation to learn using the web-based instruction and on their telesimulation experience. CONCLUSION: The study findings demonstrated effectiveness and feasibility of an online preceptor program to enhance preceptors' roles in supporting nursing students' transition to clinical practice, using a mix of web-based technologies to provide preceptors with self-directed and experiential learning approaches. RELEVANCE TO CLINICAL PRACTICE: This study contributed to the development of an innovative online preceptor program that provided opportunity for academic-clinical collaboration and has broad applicability. The telesimulation created robust remote simulation experiences for preceptors, allowing them to collaborate with academic educators in facilitating students' clinical practice amid the COVID-19 pandemic.

The Impact of COVID-19 on the Laboratory Professionals' Clinical Education: a Qualitative Study.

A 48-question survey was developed and disseminated to laboratory professionals. This survey sought the perspective of clinical educators on a variety of topics, including two open-ended questions on the impact COVID-19 had on student clinical rotations and the ensuing policy changes. Of 207 clinical sites that participated in the survey., Some terminated student clinical rotations without offering any other training alternative. Others employed a number of strategies such as shortening the length of clinical rotations, taking fewer students, transitioning to an online learning platform, or delaying training until a future date. Some mandated regular illness checks, symptom checks, and COVID-19 testing when available. Clinical educators expressed concern over the lack of continuity of student clinical training, policy changes related to COVID-19 and student training that were deemed to diminish the quality of the students' clinical education. With terminated, delayed or shortened clinical rotations at many sites, in combination with staff and supply shortages, clinical educators were concerned about the overall quality of clinical education the students were receiving. In addition to these concerns, the reduction of student graduates during the pandemic decreased the number of applicants for job vacancies exasperating a pre-pandemic problem.

Impact of the COVID-19 pandemic on student supervision and education in health care settings: A state-wide survey of health care workers.

OBJECTIVE: To investigate student supervisor experiences of supervising students on clinical placements since the onset of the COVID-19 pandemic. BACKGROUND: Studies on the impact of COVID-19 on student clinical placements have focused largely on student reports and have been specific to individual professions or topic areas. There is a need to investigate student supervisor experiences. This study was conducted in Queensland (Australia) in four regional and rural public health services and four corresponding primary health networks. METHODS: The anonymous, mixed methods online survey, consisting of 35 questions, was administered to student supervisors from allied health, medicine, nursing and midwifery between May and August 2021. Numerical data were analysed descriptively using chi-square tests. Free-text comments were analysed using content analysis. RESULTS: Complete datasets were available for 167 respondents. Overall trends indicated perceived significant disruptions to student learning and support, plus mental health and well-being concerns for both students and supervisors. Extensive mask wearing was noted to be a barrier to building rapport, learning and teaching. Some positive impacts of the pandemic on student learning were also noted. CONCLUSIONS: This study has highlighted the perceived impact of the pandemic on supervisors' mental health, and on the mental health, learning and work readiness of students. This study provides evidence of the pandemic impacts on student clinical placements from a supervisor point of view. Findings can assist in future-proofing clinical education and ensuring that students continue to receive learning experiences of benefit to them, meeting curriculum requirements, in the event of another pandemic.