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MedEdPORTAL ; 17: 11114, 2021 03 04.
Article in English | MEDLINE | ID: covidwho-1154924


Introduction: Given barriers to learner assessment in the authentic clinical environment, simulated patient encounters are gaining attention as a valuable opportunity for competency assessment across the health professions. Simulation-based assessments offer advantages over traditional methods by providing realistic clinical scenarios through which a range of technical, analytical, and communication skills can be demonstrated. However, simulation for the purpose of assessment represents a paradigm shift with unique challenges, including preservation of a safe learning environment, standardization across learners, and application of valid assessment tools. Our goal was to create an interactive workshop to equip educators with the knowledge and skills needed to conduct assessments in a simulated environment. Methods: Participants engaged in a 90-minute workshop with large-group facilitated discussions and small-group activities for practical skill development. Facilitators guided attendees through a simulated grading exercise followed by in-depth analysis of three types of assessment tools. Participants designed a comprehensive simulation-based assessment encounter, including selection or creation of an assessment tool. Results: We have led two iterations of this workshop, including an in-person format at an international conference and a virtual format at our institution during the COVID-19 pandemic, with a total of 93 participants. Survey responses indicated strong overall ratings and impactfulness of the workshop. Discussion: Our workshop provides a practical, evidence-based framework to guide educators in the development of a simulation-based assessment program, including optimization of the environment, design of the simulated case, and utilization of meaningful, valid assessment tools.

COVID-19 , Clinical Competence/standards , Clinical Decision-Making/methods , Education/organization & administration , Faculty/standards , Simulation Training/methods , COVID-19/epidemiology , COVID-19/prevention & control , Clinical Reasoning , Curriculum , Education, Medical/methods , Education, Medical/trends , Humans , Interprofessional Education/methods , Interprofessional Education/organization & administration , SARS-CoV-2 , Social Environment , Teaching
J Surg Res ; 262: 240-243, 2021 06.
Article in English | MEDLINE | ID: covidwho-1062498


As the SARS-COV-2 pandemic created the need for social distancing and the implementation of nonessential travel bans, residency and fellowship programs have moved toward a web-based virtual process for applicant interviews. As part of the Society of Asian Academic Surgeons 5th Annual Meeting, an expert panel was convened to provide guidance for prospective applicants who are new to the process. This article provides perspectives from applicants who have successfully navigated the surgical subspecialty fellowship process, as well as program leadership who have held virtual interviews.

COVID-19/prevention & control , General Surgery/education , Internship and Residency/organization & administration , Personnel Selection/methods , Videoconferencing/organization & administration , COVID-19/epidemiology , COVID-19/transmission , Certification/organization & administration , Certification/standards , Faculty/psychology , Faculty/standards , Fellowships and Scholarships/organization & administration , Fellowships and Scholarships/standards , Humans , Internship and Residency/standards , Leadership , Pandemics/prevention & control , Personnel Selection/organization & administration , Personnel Selection/standards , Physical Distancing , Social Interaction , Specialty Boards , Surgeons/psychology , Surgeons/standards
Adv Health Sci Educ Theory Pract ; 25(5): 1149-1162, 2020 12.
Article in English | MEDLINE | ID: covidwho-932567


Health professions education is that part of the education system which applies educational philosophy, theory, principles and practice in a complex relationship with busy clinical services, where education is not the primary role. While the goals are clear-to produce the health workforce that society needs to improve health outcomes-both education and healthcare systems continue to evolve concurrently amidst changes in knowledge, skills, population demographics and social contracts. In observing a significant anniversary of this journal, which sits at the junction of education and healthcare systems, it is appropriate to reflect on how the relationship is evolving. Health professions educators must listen to the voices of regulators, employers, students and patients when adapting to new service delivery models that emerge in response to pressures for change. The recent COVID-19 pandemic is one example of disruptive change, but other factors, such as population pressures and climate change, can also drive innovations that result in lasting change. Emerging technology may act as either a servant of change or a disruptor. There is a pressing need for interdisciplinary research that develops a theory and evidence base to strengthen sustainability of change.

COVID-19/epidemiology , Delivery of Health Care/organization & administration , Faculty/organization & administration , Health Occupations/education , Curriculum , Delivery of Health Care/standards , Faculty/psychology , Faculty/standards , Health Knowledge, Attitudes, Practice , Humans , Pandemics , Politics , SARS-CoV-2 , Socioeconomic Factors