Necessity is the mother of invention: how the COVID-19 pandemic could change medical student placements for the better.
Necessity is the mother of invention: how the COVID-19 pandemic could change medical student placements for the better.
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DOI：
10.1136/postgradmedj-2021-139728
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发表时间：
2021-07
影响因子：
5.1
通讯作者：
Gothard P
中科院分区：
文献类型：
--
作者：
Stout RC;Roberts S;Maxwell-Scott H;Gothard P
COVID-19 导致面对面的医院临床实习广泛取消，许多医学院转向在线学习。这引发了人们对临床和跨专业技能获取的潜在负面影响的担忧。为了克服这个问题，在第一波 COVID-19 大流行期间，我们在伦敦热带疾病医院为 16 名医学生试行了为期 12 周的 COVID-19 安全面对面临床实习。 COVID-19 感染控制措施要求学生在实习期间留在“社交泡沫”中。这促进了学徒式的教学方法，将学生融入临床团队并进行实习。采用基于团队的学习来开发和交付内容。教学包括每周研讨会、基于病房的体验式实习以及参与质量改进和研究项目。通过定性反馈、反思性实践以及学徒前和学徒后信心调查问卷对 17 个领域的教学内容进行评估。学生在 17 个领域中的 14 个领域的信心有所提高 (p<0.05)。反思实践表明，学生们重视学徒模式，更喜欢较长的临床实习，而不是现有的较短、分散的临床实习。学生们描述了批判性思维、团队凝聚力、团队合作、自信、自我价值和沟通技巧的提高。本文描述了在传染病大流行期间安全有效地提供较长时间面对面学徒临床实习的框架。较长的学徒式实习对一般专业培训有隐藏的好处，医学院应该在 COVID-19 大流行期间以及可能的任何未来临床实习中探索这一点。
COVID-19 led to the widespread withdrawal of face-to-face hospital-based clinical placements, with many medical schools switching to online learning. This precipitated concern about potential negative impact on clinical and interprofessional skill acquisition. To overcome this problem, we piloted a 12-week COVID-19 safe face-to-face clinical placement for 16 medical students at the Hospital for Tropical Diseases, London, during the first wave of the COVID-19 pandemic. COVID-19 infection control measures necessitated that students remained in ‘social bubbles’ for placement duration. This facilitated an apprenticeship-style teaching approach, integrating students into the clinical team for placement duration. Team-based learning was adopted to develop and deliver content. Teaching comprised weekly seminars, experiential ward-based attachments and participation in quality improvement and research projects. The taught content was evaluated through qualitative feedback, reflective practice, and pre-apprenticeship and post-apprenticeship confidence questionnaires across 17 domains. Students’ confidence improved in 14 of 17 domains (p<0.05). Reflective practice indicated that students valued the apprenticeship model, preferring the longer clinical attachment to existent shorter, fragmented clinical placements. Students described improved critical thinking, group cohesion, teamwork, self-confidence, self-worth and communication skills. This article describes a framework for the safe and effective delivery of a longer face-to-face apprenticeship-based clinical placement during an infectious disease pandemic. Longer apprenticeship-style attachments have hidden benefits to general professional training, which should be explored by medical schools both during the COVID-19 pandemic and, possibly, for any future clinical placements.
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影响因子：
2
作者：
Jones, Patrick;Rai, Bhavan Prasad
通讯作者：
Rai, Bhavan Prasad
影响因子：
4.7
作者：
Parmelee, Dean;Michaelsen, Larry K.;Hudes, Patricia D.
通讯作者：
Hudes, Patricia D.
DOI：
10.1111/tct.13308
发表时间：
2021-06
期刊：
The clinical teacher
影响因子：
--
作者：
Ekert JO;Luchesa Smith A;Ramsey CL;Robinson N;Love J;Gothard P;Armitage AJ
通讯作者：
Armitage AJ
影响因子：
2.2
作者：
Mukhtar, Khadijah;Javed, Kainat;Sethi, Ahsan
通讯作者：
Sethi, Ahsan
影响因子：
3.6
作者：
Bartlett, Maggie;Couper, Ian;Worley, Paul
通讯作者：
Worley, Paul