Veille du 11 janvier 2021
Kirstin, N., Amy, B., Katharina, S., Mark, B., William, A., & Shobhina, C. (2020). Patient care, public health, and a pandemic: adapting educational experiences in the clinical years. FASEB bioAdvances, 10.1096/fba.2020-00090. Advance online publication.
The University of Wisconsin Madison School of Medicine and Public Health rapidly adapted its four-year, three-phase medical doctorate clinical curriculum at the onset of the COVID-19 in Spring 2020. Medical students in clinical rotations, our Phase 2 and 3 of the ForWard curriculum, temporarily stopped face to face care of patients, transitioning instead to online learning. For Phase 2 students, this single 12- week interim course included didactic content from all required integrated blocks and the creation of a new content which taught public health principles in the context of historical pandemics. Phase 3 students were rescheduled into online electives, which course directors had offered in the past and agreed to offer again during this time. All Phase 3 students participated in a Public Health Preparedness course after its rapid redesign for online delivery and scaling for an entire class. Phase 2 students returned in July 2020 to abbreviated 8-week integrated blocks that retained approximately 83% of the clinical time students would have received in the intended 12-week integrated blocks. This was possible through the frontloading of teaching sessions to the interim course and creative scheduling of clinical experiences. The 2015 curricular redesign to the integrated curriculum facilitated effective coordination and teamwork that enabled these thoughtful, rapid adjustments to the curriculum.
Olson, J. R., Lucy, M., Kellogg, M. A., Schmitz, K., Berntson, T., Stuber, J., & Bruns, E. J. (2021). What Happens When Training Goes Virtual? Adapting Training and Technical Assistance for the School Mental Health Workforce in Response to COVID-19. School mental health, 1–14. Advance online publication.
The Northwest Mental Health Technology Transfer Center (MHTTC) provides workforce training and technical assistance (TA) to support evidence-based school mental health practices. Historically, this support targeted school professionals through in-person and online trainings, workshops, and coaching. However, in response to COVID-19 restrictions, all support moved to online formats, and the Center introduced trainings for families and caregivers. The purpose of this article is to present preliminary process and outcome data that compare the reach and impact of support before and following COVID-19-related restrictions. Results suggest that transition to online support resulted in a wider reach and a more diverse audience, with no decrease in trainee satisfaction and perceived impact. Furthermore, families and caregivers reported positive gains in knowledge and behaviors following participation in a virtual youth suicide prevention training. Together, these findings suggest that online training and TA can provide tangible benefits to professionals and family members who support student mental health.
Wyatt, T., Baich, V. A., Buoni, C. A., Watson, A. E., & Yurisic, V. E. (2021). Clinical Reasoning: Adapting Teaching Methods During the COVID-19 Pandemic to Meet Student Learning Outcomes.The Journal of nursing education, 60(1), 48–51.
Background: The COVID-19 pandemic impacted all aspects of health care, including nursing education. Senior nursing students saw the elimination of in-person clinical opportunities in the final months prior to graduation as health care facilities restricted access to essential personnel in an effort to minimize transmission of the virus and conserve personal protective equipment.
Method: To fulfill course requirements, faculty created a COVID-19 assignment that implored students to research the most current infection control recommendations for COVID-19 and to describe the impacts of the virus on nursing care, patients, families, interdisciplinary collaboration, and public safety.
Results: The COVID-19 assignment fostered clinical reasoning and encouraged personal reflection with application to practice. Students reported that the assignment greatly enhanced knowledge and awareness of COVID-19.
Conclusion: This assignment was beneficial for transition to practice in the midst of a pandemic, and it can be easily replicated for any future emerging health care topic that may affect nursing education. [J Nurs Educ. 2021;60(1):48-51.].
Kim, J. W., Myung, S. J., Yoon, H. B., Moon, S. H., Ryu, H., & Yim, J. J. (2020). How medical education survives and evolves during COVID-19: Our experience and future direction. PloS one, 15(12), e0243958.
Background: Due to the outbreak of coronavirus disease 2019 (COVID-19), school openings were postponed worldwide as a way to stop its spread. Most classes are moving online, and this includes medical school classes. The authors present their experience of running such online classes with offline clinical clerkship under pandemic conditions, and also present data on student satisfaction, academic performance, and preference.
Methods: The medical school changed every first-year to fourth-year course to an online format except the clinical clerkship, clinical skills training, and basic laboratory classes such as anatomy lab sessions. Online courses were pre-recorded video lectures or live-streamed using video communication software. At the end of each course, students and professors were asked to report their satisfaction with the online course and comment on it. The authors also compared students’ academic performance before and after the introduction of online courses.
Results: A total of 69.7% (318/456) of students and 35.2% (44/125) of professors answered the questionnaire. Students were generally satisfied with the online course and 62.2% of them preferred the online course to the offline course. The majority (84.3%) of the students wanted to maintain the online course after the end of COVID-19. In contrast, just 13.6% of professors preferred online lectures and half (52.3%) wanted to go back to the offline course. With the introduction of online classes, students’ academic achievement did not change significantly in four subjects, but decreased in two subjects.
Conclusions: The inevitable transformation of medical education caused by COVID-19 is still ongoing. As the safety of students and the training of competent physicians are the responsibilities of medical schools, further research into how future physicians will be educated is needed.
Anand, Meenu & Adusumalli, Malathi. (2020). Towards standardization of field work practicum: Experiential reflections from Delhi, India. Social Work Education, 39, 430-444.
Field work is the signature pedagogy of social work. As a central form of instruction, it enables the course of learning by enabling the students to perform the role of practitioner. Field work contains pedagogical norms with which students learn to connect and integrate theory and practice. The current paper delineates the pedagogy of field work practicum in the Indian context and attempts to explore the challenges in transaction of field work curriculum with respect to placement agencies, at the levels of supervisor and supervisee and the ever evolving and dynamic relationship between the two. Based on authors’ experiential accounts, the paper recommends few strategies for enhancing the scope of professional growth and learning within the broad realms of field work placement.
Spector, Anya Y & Infante, Krimili. (2020). Community college field placement internships: Supervisors’ perspectives and recommendations. Social Work Education, 39, 462-480.
Community College human services students represent the future social service workforce. The defining feature of their training is 250 h supervised field placement internship. Despite burgeoning research describing best practices for supervision of Bachelors of social work (BSW) and Masters of social work (MSW), there is no research aimed at supervision for community college students, leaving a gap in our understanding of best practices for supporting community college students’ pedagogy and sustaining partnerships with agencies. This exploratory study offers recommendations for best practices supported by our discovery of the benefits, challenges, and strategies involved with offering community college student internships in New York City human services agencies. We analyzed data from semi-structured interviews with 30 field supervisors through qualitative content analysis. Community college students and agencies both benefit substantially from the field placement, however agencies identified significant social and structural challenges specific to working with community college students that require interventions for both field supervisors and students alike. Suggested interventions aimed at improving supervisor training, procedures for focusing goals of supervision sessions, assisting students in meeting their academic and social needs, as well as supporting supervisors’ professional goals to promote best practices are proposed.
Karpetis, George. (2019). In-depth learning in field education: Evaluating the effectiveness of process recording. Journal of Social Work Practice, 33, 95-107.
Process recording is the anamnestic recollection of narratives and behaviours of the participants in client interviews. Through critical incidents of teaching, this study explores how the process recording teaching and learning activity was operationalised in a field education seminar for postgraduate social work students, at an Australian University. Further, the study evaluates the student satisfaction aspect of the effectiveness of the activity. Assuming the practitioner/lecturer-researcher role, the author adopted a psychodynamic theoretical framework to identify relational roots in client problems, support students to carry out holistic bio-psychosocial assessments, correct practice mistakes and separate facts from thoughts-conceptualised as theories of practice-and emotions. An anonymous mixed-method questionnaire evaluated the satisfaction of students with the activity. The clear majority evaluated process recording as very beneficial for their learning and rated the reflections of the lecturer on the process recorded material as highly satisfactory.
Fallah, P. N., Ovsak, G. G., Kasper, J., Riviello, R., Nezerwa, Y., Wispelwey, B., Osman, N. Y., & Kumar, N. L. (2020). A Longitudinal Case-Based Global Health Curriculum for the Medical Student Clerkship Year. MedEdPORTAL : the journal of teaching and learning resources, 16, 11038.
Introduction: Over 20% of U.S. medical students express interest in global health (GH) and are searching for opportunities within the field. In addition, domestic practice increasingly requires an understanding of the social factors affecting patients’ health. Unfortunately, only 39% of medical schools offer formal GH education, and there is a need to incorporate more GH into medical school curricula.
Methods: We designed a longitudinal case-based curriculum for the core clerkships. We conducted an institution-wide survey to determine baseline GH interest and developed three case-based sessions to incorporate into medicine, surgery, and pediatrics clerkships. The cases included clinical learning while exploring fundamental GH concepts. Cases were developed with GH faculty, and the pilot was implemented from October to December 2019 with 55 students. We used pre- and postdidactic surveys to assess interest in GH and elicit qualitative feedback. A follow-up survey assessed students’ identification of barriers faced by their patients domestically.
Results: Students felt that clinical management, physical exam skills, epidemiology, and social determinants of health were strengths of the sessions and that they were able to apply more critical thinking skills and cultural humility to their patients afterwards. Students felt that simulation would be a great addition to the curriculum and wanted both more time per session and more sessions overall.
Discussion: Integrating GH didactics into the core clerkships has potential to address gaps in GH education and to help students make connections between clinical learning and GH, enhancing their care of patients both domestically and in future GH work.
Mitchell, T. O., & Goldenberg, M. N. (2020). When Doctor Means Teacher: An Interactive Workshop on Patient-Centered Education. MedEdPORTAL : the journal of teaching and learning resources, 16, 11053.
Introduction: Increasingly, health care is delivered through a patient-centered model, and patients engage in shared decision-making with their medical providers. As a result, medical educators are placing more emphasis on patient-centered communication skills. However, few published curricula currently offer a comprehensive discussion of skills for providing patient-centered education (PCE), a key component of shared decision-making. We developed an interactive, two-session workshop aiming to improve students’ abilities to provide PCE.
Methods: Our workshop included didactic instruction, group discussion, and interactive simulations. The workshop was delivered to 50 clinical clerkship medical students. The first session concentrated on educating patients about their diagnoses, while the second session focused on providing patients with information about medications and other treatments. We used detailed and realistic role-play exercises as a core tool for student practice and demonstration of confidence. To evaluate the workshop, we used pre- and postsurveys.
Results: The sessions were well received by students, who strongly agreed both before and after the workshop that PCE was an important skill. Students also strongly agreed that the role-play exercises were an effective tool for learning PCE. They demonstrated significant improvements in their confidence to name important elements of PCE and to deliver PCE in the future.
Discussion: This workshop fills a curricular gap in offering a comprehensive and interactive curriculum for improving students’ abilities to provide critical PCE. The format and content should be easily adaptable to various disciplines, learners, and teaching modalities.
Tay, Y. X., Chow, H. C., & Ooi, C. C. (2020). Impact on clinical learning during coronavirus disease 2019 pandemic: from disruption to recovery and the new norms.Korean journal of medical education, 32(4), 297–305.
Charfi, R., Cheikhrouhou, S., Labbene, I., & Jouini, M. (2020). Enseignement médical en ligne solidaire durant la pandémie de COVID-19. Pédagogie Médicale, 21(4), 241–243.
Baudin, F., Yung, F., Toure, T., & Lesage, S. (2020). Formation des professionnels au bloc opératoire pédiatrique en contexte COVID-19 : comment répondre aux inquiétudes des différents acteurs ? Pédagogie Médicale, 21(4), 257–259.
Pierre-Duval, P., Daveaux, S., Hulot, V., & Fiani, M. (2020). Adaptation d’un enseignement universitaire du Département de médecine générale d’Amiens lors de la crise sanitaire COVID-19. Pédagogie Médicale, 21(4), 227–228.
Thibault, L.-P., Gariépy-Assal, L., & Moussa, A. (2020). L’enseignement de la médecine au temps de la COVID-19 : le cas d’espèce de la pédiatrie. Pédagogie Médicale, 21(4), 229–231.
Campillo-Paquet, V., Demeester, A., & Laisney, P. (2020). Crise COVID-19 : Évaluer à distance en contexte contraint. Rappels conceptuels et solutions alternatives. Pédagogie Médicale, 21(4), 175–185.
Feigerlová, E., Hani, H., Lopes, R., Zuily, S., & Braun, M. (2020). COVID-19 : Quelques pistes pour un nouvel environnement d’enseignement et d’apprentissage en contexte de mise à distance des enseignants et des étudiants en médecine. Pédagogie Médicale, 21(4), 187–193.
Scherly, D., Nendaz, M., Bouvet, G., Audétat, M.-C., & Baroffio, A. (2020). Transition vers une formation à distance pour les professionnels de santé en temps de COVID-19 : du scénario pédagogique à une analyse SWOT. Pédagogie Médicale, 21(4), 207–210.
Jouquan, J. (2020). La formation des professionnels de la santé à l’heure de la pandémie de COVID-19. Réflexions, enquêtes, partage de pratiques et retours d’expériences. Pédagogie Médicale, 21(4), 169–172.