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Impact of the COVID-19 Pandemic on the Clinical Learning Environment: Addressing Identified Gaps and Seizing Opportunities.
Triemstra, Justin D; Haas, Mary R C; Bhavsar-Burke, Indira; Gottlieb-Smith, Rachel; Wolff, Margaret; Shelgikar, Anita V; Samala, Renato V; Ruff, Allison L; Kuo, Kevin; Tam, Marty; Gupta, Amit; Stojan, Jennifer; Gruppen, Larry; Ellinas, Herodotos.
  • Triemstra JD; J.D. Triemstra is assistant professor of pediatrics and human development and associate program director, Pediatric Residency Program, Department of Pediatrics and Human Development, Helen DeVos Children's Hospital, Spectrum Health, Michigan State University College of Human Medicine, Grand Rapids,
  • Haas MRC; M.R.C. Haas is clinical instructor of emergency medicine and assistant program director, Department of Emergency Medicine, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: 0000-0002-9506-5928.
  • Bhavsar-Burke I; I. Bhavsar-Burke is clinical reasoning director, Medical Student Education, Division of Gastroenterology and Hepatology, Department of Internal Medicine, Indiana University School of Medicine, Indianapolis, Indiana; ORCID: 0000-0002-9438-2067.
  • Gottlieb-Smith R; R. Gottlieb-Smith is clinical assistant professor, Department of Pediatrics, Division of Pediatric Neurology, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: 0000-0002-6066-5966.
  • Wolff M; M. Wolff is associate professor, Departments of Emergency Medicine, Pediatric Emergency Medicine, and Pediatrics, University of Michigan Medical School, Ann Arbor, Michigan.
  • Shelgikar AV; A.V. Shelgikar is clinical associate professor of neurology and director, Sleep Medicine Fellowship, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: 0000-0002-3629-0084.
  • Samala RV; R.V. Samala is assistant professor of medicine, Cleveland Clinic Lerner College of Medicine, and staff physician, Department of Palliative and Supportive Care, Cleveland Clinic, Cleveland, Ohio; ORCID: 0000-0002-2950-7708.
  • Ruff AL; A.L. Ruff is clinical assistant professor, Division of General Medicine, Department of Internal Medicine, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: 0000-0002-1381-755X.
  • Kuo K; K. Kuo is clinical assistant professor of pediatrics, program director, Pediatric Critical Care Medicine Fellowship, and associate program director, Pediatric Residency Program, Department of Pediatrics, Stanford University, Palo Alto, California; ORCID: 0000-0002-9124-147X.
  • Tam M; M. Tam is assistant professor and associate program director, Advanced Heart Failure and Transplant Cardiology Fellowship Program, Division of Cardiovascular Medicine, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: 0000-0002-5826-1727.
  • Gupta A; A. Gupta is assistant professor of medicine, Department of Medicine, Division of Gastroenterology and Hepatology, University of North Carolina School of Medicine, Chapel Hill, North Carolina; ORCID: 0000-0001-6468-1472.
  • Stojan J; J. Stojan is associate professor of internal medicine and pediatrics, University of Michigan Medical School, Ann Arbor, Michigan.
  • Gruppen L; L. Gruppen is professor of learning health sciences and director, Master of Health Professions Education Program, University of Michigan Medical School, Ann Arbor, Michigan; ORCID: 0000-0002-2107-0126.
  • Ellinas H; H. Ellinas is associate professor, Department of Anesthesiology, Division of Pediatric Anesthesia, Medical College of Wisconsin, Milwaukee, Wisconsin; ORCID: 0000-0003-0803-809X.
Acad Med ; 96(9): 1276-1281, 2021 09 01.
Article in English | MEDLINE | ID: covidwho-1371750
ABSTRACT
The clinical learning environment (CLE) encompasses the learner's personal characteristics and experiences, social relationships, organizational culture, and the institution's physical and virtual infrastructure. During the COVID-19 pandemic, all 4 of these parts of the CLE have undergone a massive and rapid disruption. Personal and social communications have been limited to virtual interactions or shifted to unfamiliar clinical spaces because of redeployment. Rapid changes to the organizational culture required prompt adaptations from learners and educators in their complex organizational systems yet caused increased confusion and anxiety among them. A traditional reliance on a physical infrastructure for classical educational practices in the CLE was challenged when all institutions had to undergo a major transition to a virtual learning environment. However, disruptions spurred exciting innovations in the CLE. An entire cohort of physicians and learners underwent swift adjustments in their personal and professional development and identity as they rose to meet the clinical and educational challenges they faced due to COVID-19. Social networks and collaborations were expanded beyond traditional institutional walls and previously held international boundaries within multiple specialties. Specific aspects of the organizational and educational culture, including epidemiology, public health, and medical ethics, were brought to the forefront in health professions education, while the physical learning environment underwent a rapid transition to a virtual learning space. As health professions education continues in the era of COVID-19 and into a new era, educators must take advantage of these dynamic systems to identify additional gaps and implement meaningful change. In this article, health professions educators and learners from multiple institutions and specialties discuss the gaps and weaknesses exposed, opportunities revealed, and strategies developed for optimizing the CLE in the post-COVID-19 world.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / Education, Distance / Education, Medical / Physical Distancing / COVID-19 / Learning Type of study: Prognostic study Topics: Long Covid Limits: Humans Country/Region as subject: North America Language: English Journal: Acad Med Journal subject: Education Year: 2021 Document Type: Article

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Full text: Available Collection: International databases Database: MEDLINE Main subject: Students, Medical / Education, Distance / Education, Medical / Physical Distancing / COVID-19 / Learning Type of study: Prognostic study Topics: Long Covid Limits: Humans Country/Region as subject: North America Language: English Journal: Acad Med Journal subject: Education Year: 2021 Document Type: Article