Journal of Advances in Medical Education & Professionalism

Teaching Clinical Skills Using Online Modality through Modified Peyton’s Framework: An Experience from a Medical University in Pakistan

SANA SAEED; UROOJ KASHIF; SAMAR ZAKI; KHALID SAMAD; MUHAMMAD ZUHAIR YOUSUF; MAHANOOR RAZA; SHAHJAHAN JABBAR; UNAB I. KHAN

Volume 11, Issue 1 , January 2023, , Pages 15-23

https://doi.org/10.30476/jamp.2022.95986.1669

Abstract

Introduction: Medical institutions worldwide faced an unprecedented situation during COVID-19 of identifying alternative strategies to sustain the continuum of learning process. This ... Read More Introduction: Medical institutions worldwide faced an unprecedented situation during COVID-19 of identifying alternative strategies to sustain the continuum of learning process. This led to several innovations in the traditional medical curriculum. This study explored the effectiveness and feasibility of using the Peyton’s framework modified for a virtual platform (Microsoft Teams) for teaching clinical skills to first and second-year medical students at The Aga Khan University, Karachi, Pakistan.Methods: In 2020-2021, the modified Peyton’s framework was integrated in the clinical skills (CS) curriculum for all first- and second-year students (N=200). For evaluation, a mixed-method design was used, with pre-and post-session questionnaires. Students’satisfaction was obtained through the standard session evaluation tool of the university. For the qualitative arm, to explore the instructors’experiences, purposive sampling was used (n=8) and a focused group discussion (FGD) was conducted. Finally, performance of the students at the end of year summative Objective Structured Clinical Examination (OSCE) was compared with the students of previous year. Quantitative data were analysed using STATA® version 15.1, using paired t-test to compare the differences in OSCE scores in selected CS stations. A p-value of <0.05 was considered significant for all tests. The FGD was transcribed and analysed through manual content analysis.Results: Nine clinical skills (that included history and examination skills) were taught using the virtual platform. There was a significant improvement in post-session questionnaires in seven of these skills (P<0.01). Session evaluations showed that most students were satisfied with the learning experience. The instructors showed that the online teaching offered a promising platform for teaching history taking skills. The OSCE scores showed mixed results, with significant improvement in two out of four repeated stations by using paired t-test [abdominal exam (87.33±8.99, <0.001); and precordial examination (88.45±8.36, 0.001)].Conclusions: Modifying Peyton’s framework to a virtual platform allowed us to sustain the continuum of clinical education during the COVID-19 pandemic. The results support the use of a blended learning environment for teaching clinical skills.

Education of nursing profession amid COVID-19 Pandemic: A qualitative study

MARYAM TOLYAT; SEYYED ABOLFAZL VAGHARSEYYEDIN; MARYAM NAKHAEI

Volume 10, Issue 1 , January 2022, , Pages 39-47

https://doi.org/10.30476/jamp.2021.90779.1422

Abstract

Introduction: COVID-19 pandemic is the main challenge with which the education systems in the world have ever faced. Furthermore, nursing students and nurse educators have ... Read More

The social accountability of nursing training institutes in Morocco: The knowledge, perceptions and realization of its aspects

MARIA BENIJJANE; MAJDA SEBBANI; LATIFA ADARMOUCH; OUASSIM MANSOURY; MOHAMED AMINE

Volume 9, Issue 4 , October 2021, , Pages 197-203

https://doi.org/10.30476/jamp.2021.90618.1419

Abstract

Introduction: The social accountability (SA) challenges health professional training institutes to reorient their missions to train the graduates aligned with the society’s ... Read More

Medical students during the COVID-19 pandemic: Considerations and arguments on their clinical engagement

PANAGIOTIS STACHTEAS; NIKOLAOS VLACHOPOULOS; EMMANOUIL SMYRNAKIS

Volume 9, Issue 4 , October 2021, , Pages 238-242

https://doi.org/10.30476/jamp.2021.89092.1363

Abstract

During the recent COVID-19 pandemic, the clinical exposure of medical students has been hindered while the impact on medical education is under investigation. The potential ... Read More

Implementation and Assessment of a Novel Telehealth Education Curriculum for Undergraduate Medical Students

JASMIN MAHABAMUNUGE; LAUREN FARMER; JOANNA PESSOLANO; NISHA LAKHI

Volume 9, Issue 3 , July 2021, , Pages 127-135

https://doi.org/10.30476/jamp.2021.89447.1375

Abstract

Introduction: Despite its healthcare advantages and expanded use during the COVID-19 pandemic, telehealth is not included in many medical school curricula.Methods: In this ... Read More Introduction: Despite its healthcare advantages and expanded use during the COVID-19 pandemic, telehealth is not included in many medical school curricula.Methods: In this prospective mixed methods study (n=52), we created a novel Telehealth Education Curriculum (TEC) for the third year Obstetrics and Gynecology (Ob/Gyn) rotation at New York Medical College during COVID-19. The TEC included supervised telehealth patient encounters via video conference [and a virtual Objective Structured Clinical Encounter (vOSCE)] designed to simulate a telehealth encounter (Zoom Video Communications, Inc.). We measured student perceptions of theTEC via two 4-point Likert surveys, which included free response questions, administered via SurveyMonkey between April and June 2020. Participation was voluntary and responses were deidentified. We computed means and response distributions across survey questions using SPSS; IBM version 19.Results: The response rate was 92% for both the Telehealth (33/36) and vOSCE (48/52) surveys. Seventy-six percent (25/33) strongly or moderately agreed that telehealth and in-person patientencounters have similar educational value. Eighty-three percent (40/48) strongly or moderately agreed the vOSCE provided a valuable patient interaction. Ninety-seven percent (32/33) stronglyor moderately agreed the telehealth encounters should continue during COVID-19 restrictions versus 82% (27/33) agreeing they should be incorporated into the curriculum post COVID-19.Conclusion: Almost all students responded that the TEC should continue during COVID-19 and most agreed it should be incorporated into the Ob/Gyn clerkship permanently, after COVID-19. We found vOSCEs to be an effective method for teaching telehealth to medical students. Key challenges identified by students included adjusting to a virtual format, lack of body language, and communicating empathy virtually. Positive takeaways included practice with telemedicine and an opportunity for continued clinical education during COVID-19.

Postgraduate Physiotherapy Training in a Quandary - Ramifications of Corona virus pandemic Lockdown: A Survey-based Study

SHAILESH GARDAS; SHRUTI NAIR; POTHIRAJ PITCHAI; VRUSHALI PANHALE

Volume 9, Issue 3 , July 2021, , Pages 144-153

https://doi.org/10.30476/jamp.2021.89189.1367

Abstract

Introduction: Coronavirus disease-2019 (COVID-19) has disrupted clinical services and postgraduate training across the world. Hence, this survey was conducted to understand ... Read More Introduction: Coronavirus disease-2019 (COVID-19) has disrupted clinical services and postgraduate training across the world. Hence, this survey was conducted to understand the impact of pandemic on Physiotherapy post-graduate (PG) education.Methods: It was a cross-sectional, observational study. A total of 254 Physiotherapy PG trainees were recruited through snowball sampling from Physiotherapy colleges across the state of Maharashtra. A 34-item structured questionnaire was developed, based on available literature, to evaluate the impact of COVID-19 pandemic on four domains: academic training, clinical training, research activities, and concerns faced by a PG trainee. The face validity of this questionnaire was assessed by six academicians and their suggestions were examined. Subsequently, it was pilotedon five PG trainees before administering it to the participants. The validated questionnaire was then circulated via various social media platforms and personal contacts using Google form. Descriptive statistics were summarized as frequencies/percentages. McNemar’s test was used to determine the differences on a dichotomous dependent variable between the two related groups using SPSS software.Results: Overall 131 trainees provided complete responses. Although 85% (n=111) of them claimed they attended PG teaching activities through online mode, almost 67% (n=101) disagreed tohave achieved their learning objectives. A vast majority (91%,n=119) of them felt that their specialty related practical training was severely affected, and 98% (n=129) reported that reduced caseload had impacted their clinical learning. Also, 70% (n=54) of final year PGs had difficulty in recruiting new participants for their dissertation. Spread of infections to family (98%), commuting inpublic transport (98%), uncertainty about exam dates (91%), and competency development in specialty areas (96%) were some of their concerns.Conclusion: COVID-19 pandemic had impacted various domains of Physiotherapy PG program such as academic, clinical and research areas. Regulatory authorities should take serious consideration and devise strategies to overcome it.

Medical education during COVID-19: Response at one medical school

SATEESH BABU ARJA; LANNY WILSON; SAMIR FATTEH; PRAVEEN KOTTATHVEETIL; AMIN FATEH; SIREESHA BALA ARJA

Volume 9, Issue 3 , July 2021, , Pages 176-182

https://doi.org/10.30476/jamp.2020.88744.1351

Abstract

Introduction: The COVID-19 pandemic has caused a significant toll on healthcare across the globe. The pandemic caused many other consequences, including economic implications ... Read More

Rising to the challenge: medical students as Doctors’ Assistants; an evaluation of a new clinical role

DANIELLE M LAVENDER; ANDREW P DEKKER; AMOL A TAMBE

Volume 9, Issue 1 , January 2021, , Pages 26-33

https://doi.org/10.30476/jamp.2020.87764.1320

Abstract

Introduction: The COVID-19 Pandemic brought clinical placements to a halt for many UK medical students. A University Hospitals Trust offered clinical phase students the opportunity ... Read More

COVID-19 impact and virtual medical education

SHIMA TABATABAI

Volume 8, Issue 3 , July 2020, , Pages 140-143

https://doi.org/10.30476/jamp.2020.86070.1213

Abstract

The Corona-Virus Disease 2019 (COVID-19) Pandemic has had a tremendous effect on medical education. It is also challenging the medical educationists’ ability to adapt ... Read More

How COVID-19 pandemic can lead to promotion of remote medical education and democratization of education?

ALIREZA EBRAHIMI; SEDIGHEH EBRAHIMI; SOHEIL ASHKANI ESFAHANI

Volume 8, Issue 3 , July 2020, , Pages 144-145

https://doi.org/10.30476/jamp.2020.86090.1217

Abstract

The novel coronavirus (COVID-19) pandemic has been compared to 1918 and 1957 influenza pandemics which took many human lives. The lockdown of cities and educational organizations –which ... Read More

Journal of Advances in Medical Education & Professionalism

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Keywords = COVID-19

Teaching Clinical Skills Using Online Modality through Modified Peyton’s Framework: An Experience from a Medical University in Pakistan

Abstract

Education of nursing profession amid COVID-19 Pandemic: A qualitative study

Abstract

The social accountability of nursing training institutes in Morocco: The knowledge, perceptions and realization of its aspects

Abstract

Medical students during the COVID-19 pandemic: Considerations and arguments on their clinical engagement

Abstract

Implementation and Assessment of a Novel Telehealth Education Curriculum for Undergraduate Medical Students

Abstract

Postgraduate Physiotherapy Training in a Quandary - Ramifications of Corona virus pandemic Lockdown: A Survey-based Study

Abstract

Medical education during COVID-19: Response at one medical school

Abstract

Rising to the challenge: medical students as Doctors’ Assistants; an evaluation of a new clinical role

Abstract

COVID-19 impact and virtual medical education

Abstract

How COVID-19 pandemic can lead to promotion of remote medical education and democratization of education?

Abstract