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In 2020–2021, in the context of the COVID-19 pandemic, the postgraduate medical education system went to forced measures to preserve the life and health of students and teaching staff in the form of a temporary transition to distance learning. During the training on the "Emergencies” module by interns of various specialties, we conducted an anonymous testing of 342 young colleagues with subsequent certain conclusions. A remote andra gogical process is acceptable and useful only as a component of the dual form of higher medical education. The remote form of training in large classrooms has many disadvantages, so it is advisable to conduct classes in small groups. This type of training requires careful study, optimization and adaptation to modern conditions. © 2022. The Authors.
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Background: According to national prevalence data, SCD has an estimated economic burden of $2.98 billion per year in the United States and caring for a child with sickle cell disease (SCD) carries its own financial burden, resulting in higher healthcare costs and unintended days lost from employment. Social experiences are known to impact health outcomes in the general pediatric population. These experiences can be examined through the construct of social determinants of health (SDOH), the "condition in which people are born, grow, work, live and age" that impact their health. Since the WHO has designated COVID-19 a pandemic in January 2020, many families in the US have suffered financially, and during the shutdowns, there was a record number of jobs lost. The objective of this study was to determine the impact of the COVID-19 pandemic on financial and employment status of SCD Families Methods: This study was part of the larger CNH Sickle Cell Disease Social Determinants of Health study that was IRB approved. Caregivers of children with SCD completed a 30-question survey reporting their experiences with SDOH that included Demographics, USDA Food Security Scale, the We Care housing screening tool, and the validated COVID-19 Employment Status/COVID-19 related household finances survey in RedCap during clinic visits and hospitalizations Results: 99 caregivers of SCD patients responded to our survey (82.5% Female, 17.5% Male) (N=97). 93.9% identified as African-American, 3% identified as Hispanic or Latinx, 1% identified as "other". Of respondents, 66% were insured through on Medicaid and 33% had private insurance. Twenty-six percent endorsed food insecurity and 2724% relied on low-cost food. Thirty-one percent lived in an apartment, 67.768% lived in a home, 1% lived in shelter or transitional housing. Sixteen percent lived in subsidized or public housing. Thirty-seven (36.8%) percent reported at least once they were being unable to pay the mortgage or rent on time at least once, 9% (8.5%) reported living with other people because of financial difficulties, 55.2% reported their home not being heated, 7.2% reported being evicted from their home and 3.1% lived in an emergency shelter or transitional housing. 6.1% had an educational level of high school graduation or less, 42.2% were college graduates or completed additional post-graduate education (N=98). Two weeks prior to the pandemic, 61.5% worked full time, 13.5% worked part time, 6.3% were unemployed with only 2.1% working from home of the 96 caregivers who responded to this question. 15.5% (N=12 of 77) reported losing their job or were furloughed during the pandemic;34.4% (N=33 of 96) reporting at least one household member losing a job or a significant amount of income. Twenty-five percent (N=21 of 83) reported it was difficult to get work/school done because of the home environment. 36.4 % (N=35 of 96) reported household income was significantly less since February 2020. 53% (N=52 of 97) worried their household income has been or will be negatively impacted by the COVID-19 pandemic. Additionally, 48.9% (N=47 of 96) worried the value of their assets (housing, savings, other financial assets) has been or will be negatively impacted by COVID-19 and its effects. Since February 2020, 9.8% (N= 9 of 97) received unemployment insurance, 30.9% (N=29 of 94) received SNAP or food stamps, 16.5% (N= 15 of 91) received from the food pantry, 6.6% (N=6 of 90) applied for temp ass.
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From October 22 to 23, 2021, the 16th National Postgraduates Symposium on Environmental and Occupational Medicine was successfully held in Central South University, sponsored by the Editorial Board of Journal of Environmental and Occupational Medicine and Xiangya School of Public Health of Central South University, and co-organized by School of Public Health of South China University and Shanghai Preventive Medicine Association. Keeping in view the outbreak of COVID-19, the symposium was held in the form of "offline+online". More than 100 teachers and students from more than 30 universities and research institutions across China attended the conference. A total of 114 excellent papers were submitted to this conference. Focusing on the theme of "Research and practice: Healing the schism", young scholars' forum as well as postgraduates' academic exchanges at the main venue and four parallel sessions were launched. This conference not only provided an excellent platform for postgraduate students in the field of environmental and occupational medicine nationwide to share academic trends and exchange academic research, but also expanded the influence of the Journal of Environmental and Occupational Medicine.Copyright © 2021, Shanghai Municipal Center for Disease Control and Prevention. All rights reserved.
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Objective To investigate the impact of the outbreak of coronavirus disease 2019 (COVID-19) as an intervention factor on residency training at different stages, and look into the enhancement effect of post-graduation medical training program based on competency of residency training, so as to provide reference for the optimization of medical education at the postgraduate stage. Methods After the initial success of COVID-19 prevention and control, 169 clinical postdoctoral trainess(clinical postdocs) and 515 graduate students specializing in clinical medicine(professional postdocs) were surveyed by an anonymous online questionnaire. To analyze the differences of cognition and self- evaluation of core competence between the two groups. Results There were 141 valid questionnaires collected from clinical postdocs (83.43%, 141/169) and 264 valid questionnaires collected from professional postdocs (51.26%, 264/515). In both groups, more than 85% of the students agreed or strongly agreed that they had a deeper understanding of the profession of doctors during the epidemic. The results of competency self-evaluation showed that, except for the items of "self-improvement", the self-evaluation scores of clinical postdoctoral students on other items were significantly higher than those of professional postdoctoral students (all P <0.05). Conclusions COVID-19, as a factor of emergency intervention, can improve the competency cognition of residents. The core-competency based post-graduation medical education model can comprehensively improve the students' comprehensive ability, which is an effective training program for residents. It is suggested that the vocational planning education for residents should be paid attention to in the stage of college education, and a new mode of college education that is closely combined with the post-graduation education should be further explored.Copyright © 2021 Thomson Reuters and Contributors.
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Purpose of Study: Telemedicine has become a common option for healthcare delivery in the post-COVID-19 era. There are advantages, but the barriers to care for children with medical complexity (CMC) and marginalized populations have not been well-described. This study assessed parental perception of telemedicine in the care of their children. Methods Used: A REDcap survey was distributed to parents of hospitalized patients close to discharge to examine their attitudes regarding outpatient telemedicine with a focus on the post-discharge follow-up visit. Summary of Results: A total of 78 parents responded to our survey. A majority (58%) identified themselves as an ethnic minority. About 47% of parents completed college or postgraduate education;the rest had a high school diploma or some college education. Half (50%) of the parents reported a family income of <$100,000. Of the 78, 50% had used telemedicine previously, and a majority (76%) preferred in-person visits. Of those who belonged to a minority population, 80% preferred in-person visits after hospital discharge. Fifty-seven of the parents answered further questions about telemedicine and their child's medical complexity. Of these 57, 53% had a CMC, requiring specialized care and only 20% agreed or strongly agreed that it was difficult to take their child to in-person visits. Fifty-three out of the 78 parents provided a free text response about their thoughts on telemedicine visits. Common themes about advantages of in-person visits were a) preference for a physician's physical exam b) in-person visits were more personal and facilitated clearer communication and c) in-person visits provided more accurate? care compared to telemedicine (See Figure). Internet or computer access as a barrier was only mentioned by 3 parents. The main advantage of telemedicine mentioned was convenience. Conclusion(s): Our study shows that most parents prefer in-person visits, especially after hospital discharge. Our results may not apply to other populations as most of our patients were medically complex and belonged to a minority population. To increase parental support of telemedicine, techniques to improve family confidence in visual assessment and communication are required. Larger studies are needed to identify the needs of patients and families with a focus on the child's medical needs.
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OBJECTIVE: With the rapid advancement of digital technology due to COVID-19, the health care field is embracing the use of digital technologies for learning, which presents an opportunity for teaching methods such as serious games to be developed and improved. Technology offers more options for these educational approaches. The goal of this study was to assess health care workers' experiences, attitudes, and knowledge regarding serious games in training. METHODS: The convenience sample consisted of 223 participants from the specialties of internal medicine and psychiatry who responded to questions regarding sociodemographic data, experience, attitudes, and knowledge regarding serious games. This study used an ordinal regression model to analyze the relationship between knowledge, attitudes, and experiences and the idea or wish to implement serious games. RESULTS: The majority of healthcare workers were not familiar with serious games or gamification. The results show gender and age differences regarding familiarity and willingness to use serious games. With increasing age, the respondents preferred conventional and traditional learning methods to playful teaching elements; younger generations were significantly more motivated than older generations when envisioning using elements of serious games in the future. CONCLUSIONS: The COVID-19 pandemic has encouraged the use of new technologies and digitalization. This study describes positive attitudes toward serious games, mainly in younger people working in health care. Serious games present an opportunity to develop new approaches for postgraduate medical teachings and continuing medical education.
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COVID-19 , Video Games , Humans , Gamification , Pandemics , Video Games/psychology , Health PersonnelABSTRACT
Background: Doctors are under tremendous amount of stress during the COVID-19 pandemic. The uncertainty regarding future is compounded by lack of clarity about the postgraduate entrance exam. We assessed aspirants of postgraduate (PG) National Eligibility and Entrance Test (NEET) for psychological burden in domains of depression, anxiety, stress COVID related stress, attitudes towards situation affecting doctors and explored the association between psychological burden and other variables. Method(s): Google form was used to collect data from aspirants who appeared for NEET PG 2021 aspirants. The variables included age, gender, career status, marital status, number of attempts and medical environment related stress. Depression, Anxiety and Stress Scale (DASS 21) and COVID-19 Student Stress Scale Questionnaire (CSSQ) scales were used to measure psychological burden. Analysis was done using SPSS version 21.0. Result(s): of 289 participants, two-thirds had very severe depression and anxiety while two-fifths had very severe stress. Most of them were distressed with NEET exam, the postponed Supreme Court verdict, mental health of PG aspirants, and violence against healthcare workers. There is low satisfaction with having chosen medical profession. The distress from the above medical environment was associated with depression and anxiety. Gender and COVID related stress were associated with severe depression, anxiety and stress. Multivariate logistic regression showed female gender and CSSQ score were associated with risk of severe stress and happiness with medical profession was protective Conclusion(s): PG aspirants are undergoing severe psychological burden. Prompt action should be taken to address this crisis.
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In recent years, the system of postgraduate education in medicine faces new challenges and the need for improvement. At the same time, it is necessary to search for a reasonable combination of various types of education in order to preserve and improve the professional knowledge of doctors. Aim. To demonstrate and assess the importance of combining distance learning technologies with traditional teaching methods. Material and methods. The paper analyzes the educational process at the Department of Therapy of the I. M. Sechenov First Moscow State Medical University in the period from 2020 to July 2022. The data are based on the results of the annual report of the department, a survey of students, and communication with students using electronic telecommunication technologies (forum, chat, e-mail). Data were analyzed using SPSS Statistics 23.0 software. Results. Department of Therapy of the I. M. Sechenov First Moscow State Medical University has been training doctors for a long time in advanced training programs using traditional and distance learning. In 2020, in connection with the pandemic of a coronavirus disease 2019 (COVID-19), distance learning technologies have been actively developed. Online lectures and video seminars have become an important component of advanced training programs, in which 252 students were trained in 2020, and 376 people from different cities of Russia during 2021 and the first half of 2022. In the first year of the pandemic, two short-term programs were created dedicated to epidemiology, clinic, diagnosis and treatment of patients with COVID-19. They were conducted using online seminars, which made it possible to train 4156 doctors from more than 29 regions of Russia. Most of the listeners noted the high professional level of the programs, the importance of using computer technology in addition to traditional methods. Conclusion. In the modern world, in order to maintain the required level of professional competence of a doctor, combination of traditional educational activities with distance learning should be used.Copyright © 2022 Vserossiiskoe Obshchestvo Kardiologov. All rights reserved.
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RESUMO Objetivo relatar as experiências dos autores durante o ensino remoto na pós-graduação em Enfermagem e Saúde, frente à pandemia de Coronavírus, sob a perspectiva de Paulo Freire. Método relato de experiência a partir da observação direta e da participação nas atividades do componente curricular, entre março e junho de 2021, em uma universidade pública no Estado da Bahia (Brasil). Os dados foram registrados em um diário de campo, organizados por aproximação temática e analisados a partir do processo de ação-reflexão-ação. Resultados identificaram-se três dimensões que descortinaram os horizontes vivenciados no ensino remoto emergencial na perspectiva de buscar a qualificação da educação superior em saúde. Conclusão observou-se que os diálogos realizados nas aulas remotas perpassaram por desafios e inovações no planejamento e na prática de aula e ressignificaram o processo de caracterização da prática docente. Evidenciou-se uma perspectiva de proporcionar o curso com qualidade, estimulando o processo de ação-reflexão-ação no ensino-aprendizagem.
ABSTRACT Objective: to report the authors' experiences during remote teaching in the postgraduate course in Nursing and Health, in the face of the Coronavirus pandemic, from Paulo Freire's approach. Method experience report based on direct observation and student participation in curricular activities, between March and June 2021, at a public university in the State of Bahia, Brazil. Data were recorded in a field diary, organized by thematic approach and analyzed through the action-reflection-action process. Results Three dimensions were identified that revealed the scenery experienced in emergency remote teaching, aimed to ensure the qualification of higher education in health. Conclusion The conversations during the remote classes pervaded challenges and innovations in planning and in class practice and re-signified the process of characterization of teaching practice. The prospect of offering a high quality course, stimulating the action-reflection-action process in teaching-learning became clear.
RESUMEN Objetivo: relatar las experiencias de los autores durante la enseñanza a distancia en el posgrado en Enfermería y Salud, frente a la pandemia del Coronavirus, en la perspectiva de Paulo Freire. Método relato de experiencia basado en la observación directa y participación en las actividades del componente curricular, entre marzo y junio de 2021, en una universidad pública del Estado de Bahía (Brasil). Los datos fueron registrados en diario de campo, organizados por abordaje temático y analizados a partir del proceso acción-reflexión-acción. Resultados se identificaron tres dimensiones que revelaron los horizontes vividos en la enseñanza a distancia de emergencia en la perspectiva de buscar la calificación de educación superior en salud. Conclusión se observó que los diálogos realizados en las clases a distancia pasaron por desafíos e innovaciones en la planificación y en la práctica de clase y dieron un nuevo significado al proceso de caracterización de la práctica docente. Se evidenció una perspectiva de dotar al curso de calidad, estimulando el proceso de acción-reflexión-acción en la enseñanza-aprendizaje.
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Teaching , Coronavirus , Education, Distance , Pandemics , COVID-19ABSTRACT
INTRODUCTION: General surgery departments are busy, meaning educational opportunities may be sporadic. Clinical priorities can sometimes supersede teaching and trainees may feel alienated at the periphery of the working community. In this study, we demonstrate how a reflective, multidisciplinary general surgery teaching programme was established and use this to assess the impact of structured teaching on surgical doctors of all grades in the department. METHODS: Twelve semi-structured telephone interviews were conducted with participants of varying grades. Transcripts were analysed using a grounded theory thematic analysis, revealing four themes: the value of teaching; learning as a community; barriers to successful training; and culture of surgery. DISCUSSION: Teaching helped juniors construct healthy narratives around general surgery and encouraged a process of professional identity formation. Pairing junior and senior colleagues allowed both to develop their skills, and reflective learning revealed new learning opportunities. Transparency across the 'community of practice' was achieved and the programme helped juniors overcome negative stereotypes of intimidation embedded in the hidden surgical curriculum. CONCLUSION: Reflective, multidisciplinary learning can challenge the hidden curriculum and encourage team cohesion. A commitment to critical reflective teaching will be vital in cultivating surgeons of the future.
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Curriculum , General Surgery , Humans , Learning , Education, Medical, Graduate , Interdisciplinary Studies , Clinical Competence , Teaching , General Surgery/educationABSTRACT
International knowledge exchanges within healthcare have historically been a popular method to provide exposure to practice in other national and international healthcare settings. As the COVID-19 pandemic forced many countries into lockdowns, knowledge exchanges in healthcare were forced into a period of suspension. This provided an opportunity to consider alternative methods of delivery. This scoping review explores virtual knowledge exchanges in healthcare professional education, including their format and related outcomes. Thirty-four virtual knowledge exchanges were identified. These demonstrated viability and subjective participant satisfaction. Virtual methods removed barriers of time, distance and finance associated with traditional exchanges, while still facilitating engagement with other international healthcare colleagues. However these exchanges were heterogeneous in their aims, structure and theoretical underpinnings. An understanding of educational outcomes and their measurement was not always obvious. Applying an overlay of robust pedagogical theory would strengthen and provide structure to the clearly well valued activity of international exchange.
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COVID-19 , Pandemics , Humans , Communicable Disease Control , Health Personnel/education , Delivery of Health CareABSTRACT
Background: There is growing interest in parent-delivered interventions (PDI) for children with autism. Treatment fidelity has been associated with child outcomes in PDI but little is known about what impacts fidelity. One factor not previously examined is parents' resolution to the autism diagnosis which involves adjusting expectations about the child and sensitively responding to their cues, strengths and needs. Relatively little is known about resolution in the context of autism but there is evidence of an association between resolution and parent wellbeing. Method: The study adopted a mixed methods approach to examine whether there is an association between PDI fidelity and parent resolution to diagnosis, and whether resolution is associated with parent wellbeing. Parents of 31 preschool children diagnosed with autism who attended up to 12 Parent-delivered Early Start Denver Model (P-ESDM) coaching sessions participated in the study. A thematic analysis of parent interviews was also undertaken to identify themes raised by resolved and unresolved parents in interviews. Results: There was no difference in overall mean fidelity scores between resolved and unresolved parents. Those classified as resolved had lower depression scores and parenting stress scores than parents classified as unresolved. The qualitative analysis revealed that parents' perceptions of their child's progress and their hopes for the future appeared to distinguish resolved and unresolved parents. Conclusions: Findings suggest that parent wellbeing and child progress may predict resolution which was not related to parent treatment fidelity in this study. Parent wellbeing and resolution status should be assessed at entry to PDI.
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The COVID-19 pandemic has led to significant challenges when it comes to the delivery of education across multiple domains. There has been a shift in paradigm towards the use of new innovative methods for the delivery of training within medicine and surgery. In this chapter, there is an outline of one such innovative method, the use of virtual reality for anatomy and surgical teaching. At all levels of training, undergraduate through to postgraduate specialty-based training, conventional methods of learning anatomy have had to be adapted due to difficulties encountered during the pandemic. The importance of hands-on cadaveric anatomy experience in surgical training cannot be understated. The decline in face-to-face sessions, as well as a reduction in bedside training due to the prioritisation of service provision and diminishing time spent in theatre have meant less exposure for trainees when it comes to learning procedural skills. Virtual Reality in Medicine and Surgery, a free for trainee resource utilising virtual reality technology, delivered 51-week courses with the aim to ensure high-quality training still occurred. The authors believe there is immense potential for immersive technology when it comes to the future of training within medicine and surgery.
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COVID-19 , Virtual Reality , Humans , Pandemics , LearningABSTRACT
The new social dynamics of the 21st century resulting from globalization, ethnic, cultural mixing and now the COVID-19 pandemic require learning and teaching new ways of communicating and behaving with human beings and society. The human and social sciences help in the process of understanding the moral, social and behavioural codes of a population, as well as the human and social aspects of the person;both sciences base their analysis and evaluation on personal, family and social customs. Knowledge and teaching of human and social sciences is achieved through the educational programmes in universities' academic curricula and the skills developed for learning. The purpose of this reflection is to determine the importance of incorporating skills in human and social sciences into the academic curricula of critical medicine and intensive care specialization. Based on the hypothesis that knowledge and teaching of the human and social sciences in the training of intensive care physicians will broaden their personal and social vision, critical thinking and medical understanding in aspects concerning colleagues, patients, families and the plural and diverse society in today's hospitals. © 2022 Asociación Colombiana de Medicina Crítica y Cuidado lntensivo
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Introduction: COVID-19 pandemic had let to disruption of routine and medical education especially in the first few months from announcing the pandemic status globally. At Al-Mustansiriyah University in Baghdad-Iraq, there was a shift toward providing online classes where students could attend their classes from home in order to reduce the risk of infection transmission. Curfew and lockdown took place during different times in the year of announcing the pandemic 2020. Online sessions were introduced for the first time in the history of the University. Objective(s): To compare the knowledge of final year medical students at Al-Mustansiriyah University about diabetes mellitus during and after the COVID-19 pandemic. Method(s): By running an online questionnaire to the 6th year medical students of classes 2019-2020 and 2021-2022. A 39 Questions included 5 main domains;demographics, pathophysiology, diagnosis, management, and technology related to diabetes mellitus. Descriptive analysis was used. Result(s): Total of 198 students responded, 129 (89F) from the first period, and 69 (43F) from the second period. The self-assessment of knowledge indicated better ratings among students in the second period compared to students from the first period. Overall more students had attended diabetology classes and felt more prepared to apply their knowledge post pandemic (table 1). The overall score for correct answers from students of class 2021-22 was higher than the score of students of class 2019-20, 64.6% versus 57.2% respectively. Conclusion(s): The pandemic had affected the students' attendance for diabetology classes, which resulted in less knowledge, that reflected on lower rating of self-assessment and confidence to deal with diabetes. Final year medical students post pandemic had better chance to learn. Those gaps in knowledge need to be bridged during the postgraduate training and education.
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Aim: Surgical training has been severely affected by stop, start and stop of elective surgicalactivity during theCOVID pandemic. The aimofthis study was to analyze The effectiveness of strategies put in place to tackle them. Methodology: We looked at The four UK Statutory Education Bodies (SEBs) published guidance and trainee led resources to see what measures were put in place to mitigate The severe disruptions in surgical training due to COVID-19 pandemic. Result(s): Across The world, training programmes have been affected and craft specialities have fared The worst. Lesser operative experience and redeployment to non-surgical critical areas being The top 2 causes. A Post Graduate Medical Education (PGME) Recovery Programme was established in April 2021 to reset, recover and reform PGME with one to one trainee recovery discussions. Simulations and virtual CME sessions are being put in place to help mitigate The deficiencies in The current training programmes. These measure may be suitable for Medical specialities, but Surgical specialities need hands on training on human cadavers in lieu to catch up and prevent extension of period of training. Conclusion(s): The COVID 19 pandemic has not only affected The physical and mental well-being of trainees but has also restricted training opportunities, professional development and severely dented trainee confidence. The plans put in place are not good enough for surgical trainees who need hands on experience. Increased didactic teaching around cadaveric training programs is The quickest way of overcoming this deficit. References: 1. https://www.hee.nhs.uk/COVID-19/training-recovery-support;2. https://www.hee.nhs.uk/COVID-19/COVID-19-training-recovery-programme.
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The global pandemic COVID-19, which began in 2020, has brought about new challenges to Ukraine's higher and postgraduate education institutions. Despite the previous experience of providing online education courses, one of the main challenges to these institutions now remains to perform effective online teaching, which requires a proper theoretical and instructional basis. The study aims to outline efficient online teaching principles and best practices of how online teaching can provide effective interaction in the virtual online classroom with the aid of online learning management systems, online educational technologies, and digital learning tools. The article suggests a framework of twelve principles of effective online teaching determined for higher and postgraduate education that is deployed at five levels grouped according to specific online teaching issues (Level 0. Lecturer readiness, Level 1. Course planning, Level 2. Students' facilitation, Level 3. Course content dissemination, and Level 4. Course feedback). Each identified principle at every level is covered with examples of specific teaching methods and best practices of how it is used to enhance the effectiveness of online teaching in higher and postgraduate education. To perform most effectively in an online education context, every lecturer should use each level from the developed framework and each principle from the level. However, even a partial application of certain principles will increase the efficiency of the online teaching process. The suggested five-level framework of twelve principles will be helpful for lecturers, professors, and other academic staff of universities and institutes of higher and postgraduate education when providing online and distance education.