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2.
Ann Biol Clin (Paris) ; 78(4): 446-448, 2020 Aug 01.
Article in English | MEDLINE | ID: covidwho-634852

ABSTRACT

Training and education are essential for medical students. During the COVID-19 outbreak, numerous schools and universities have had to close. Ensuring pedagogical continuity requires alternatives to the traditional classroom, especially in medical education. Usual distance learning tools such as videos and downloadable handouts are not sufficient to promote efficient teaching. Distance learning requires self-motivation and does not give you direct access to your instructor. Some students fear the loss of human contact with an instructor - like asking questions during and after class - which promotes learning, understanding and communication. Moreover, classical distance learning methods do not offer immediate feedback that can help students in their understanding of the lecture. In this context, interactive pedagogic tools (IPT) could be useful for medical education continuity and for maintaining human contact necessary in pedagogy. We briefly evaluated interactive pedagogic tool compared to traditionnal distancial tools on medical students. This study showed the importance to have direct contact with a teacher and feedback during a lecture and to not exclusively perform distance learning without direct interaction and feedback. Hence, in the present context, we encourage teacher to use this type of tools to maintain direct interaction with students - which is essential in pedagogy - and ensure a qualitative pedagogical continuity.


Subject(s)
Computer-Assisted Instruction/methods , Coronavirus Infections/epidemiology , Education, Distance/methods , Education, Medical, Continuing/methods , Pneumonia, Viral/epidemiology , Simulation Training , Software , Betacoronavirus , Clinical Laboratory Services/organization & administration , Computer-Assisted Instruction/standards , Coronavirus Infections/prevention & control , Disease Outbreaks , Education, Distance/organization & administration , Education, Distance/standards , Education, Medical, Continuing/organization & administration , Humans , Internet/organization & administration , Internet/standards , Learning , Pandemics/prevention & control , Pneumonia, Viral/prevention & control , Problem-Based Learning/methods , Problem-Based Learning/organization & administration , Problem-Based Learning/standards , Simulation Training/methods , Simulation Training/organization & administration , Simulation Training/standards , Students, Medical/psychology , Students, Medical/statistics & numerical data , Video Recording/methods , Video Recording/standards
3.
Probl Sotsialnoi Gig Zdravookhranenniiai Istor Med ; 28(Special Issue): 851-856, 2020 Aug.
Article in Russian | MEDLINE | ID: covidwho-732578

ABSTRACT

The article discusses the changes made to the existing procedure for continuing medical education and the accreditation of medical workers due to a pandemic that began with the outbreak of coronavirus infection COVID-19 in early 2020. Under current circumstances, medical organizations encountered difficulties in organizing quarantine, purchasing disinfecting drugs, personal protective equipment and additional medical equipment, the need to introduce an emergency mode of work for employees, so there was a need to review and develop new rules for the work of medical workers during a coronavirus pandemic. Medicine is one of the progressive fields of scientific and entrepreneurial activity, making high demands on medical workers. Therefore, continuous training of doctors and medical personnel is caused by vital necessity, especially in the context of the coronavirus pandemic. Currently, the legislative level provides for the re-profiling of doctors of other specialties and the involvement of teachers and general medical organizations in the fight against coronavirus infection. In the face of the threat of the spread of coronavirus infection, on the recommendation of the Ministry of Science and Higher Education of the Russian Federation, it was decided to transfer educational institutions to distance learning using educational technologies, which also requires great efforts on the part of doctors, as medical specialists need not only a large amount of theoretical knowledge , but also a sufficient number of practical skills. The article presents statistical and analytical data, the results of surveys of Russian doctors, expert estimates that allow us to draw conclusions regarding the effectiveness of educational programs and courses for the professional retraining of doctors in the context of a coronavirus pandemic.


Subject(s)
Coronavirus Infections/epidemiology , Education, Medical, Continuing/organization & administration , Pneumonia, Viral/epidemiology , Betacoronavirus , Humans , Pandemics , Russia
4.
J Contin Educ Health Prof ; 40(2): 74-75, 2020.
Article in English | MEDLINE | ID: covidwho-687515

ABSTRACT

The SARS-CoV-2 (COVID 19) pandemic has necessitated changes in health care delivery, including increases in delivery of care through asynchronous or virtual means, and deployment of clinicians in different teams and settings. Physical distancing and redeployment of clinicians has also necessitated changes in health care continuing professional development (CPD). Health care delivery and CPD is unlikely to fully return (in the near term, if at all) to pre-pandemic status. The authors raise questions and opportunities for development and provision of CPD during and after the pandemic.


Subject(s)
Coronavirus Infections/epidemiology , Coronavirus Infections/therapy , Delivery of Health Care/organization & administration , Education, Medical, Continuing/organization & administration , Pandemics , Pneumonia, Viral/epidemiology , Pneumonia, Viral/therapy , Clinical Competence , Humans , Telemedicine
6.
Rural Remote Health ; 20(2): 6038, 2020 05.
Article in English | MEDLINE | ID: covidwho-431287

ABSTRACT

Professional and tertiary health professions education (HPE) has been markedly challenged by the current novel coronavirus (COVID-19). Mandates for training organisations to reduce social contact during the global pandemic, and make learning available online, provide an opportunity for regional, rural and remote clinicians and students to more easily access learning and professional development opportunities. Online lectures, while posing an opportunity for regional, rural and remote HPE, entail potential risks. Educators who are familiar with face-to-face pedagogies may find a transition to remote, digital interaction unfamiliar, disarming, and therefore they may not design maximally engaging lectures. The strategies used in a face-to-face lecture cannot be directly transferred into the online environment. This article proposes strategies to ensure the ongoing effectiveness, efficiency and engagement of lectures transitioning from face-to-face to online delivery. Cognitive learning theory, strategies to promote learner engagement and minimise distraction, and examples of software affordances to support active learning during the lecture are proposed. This enables lecturers to navigate the challenges of lecturing in an online environment and plan fruitful online lectures during this disruptive time. These suggestions will therefore enable HPE to better meet the existing and future needs of regional, rural and remote learners who may not be able to easily access face-to-face learning upon the relaxation of social distancing measures. Strategies to provide equitable HPE to learners who cannot access plentiful, fast internet are also discussed.


Subject(s)
Betacoronavirus , Coronavirus Infections , Education, Distance/organization & administration , Education, Medical, Continuing/organization & administration , Pandemics , Pneumonia, Viral , Problem-Based Learning/organization & administration , Clinical Competence , Curriculum/trends , Humans , Rural Health Services/organization & administration
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