EDUCATIVE HYBRID INTERVENTION AS A STRATEGY FOR REINTEGRATION TO THE CLINICAL COURSES OF UNDERGRADUATE STUDENTS DURING COVID-19 PANDEMIC
DOI:
https://doi.org/10.17501/24246700.2021.7111Keywords:
COVID-19 Hybrid education, Clinical clerkships, Training, Distance learning, Educational modelAbstract
The SARS-COV-2, pandemic generated the need to modify the current clinical educational model with the challenge of promoting safety as well as the continuity of clinical education through the use of virtual platforms. Since clinical training in hospital institutions cannot be substituted, a strategic training plan was developed to guarantee protection, safety, and academic continuity for students upon their return to clinical clerkships. The objective of this project was to develop and evaluate the impact of a hybrid massive training plan as an educative strategy to give the theoretical and practical knowledge required for the safe return of undergraduate students to their respective clinical activities in the context of this pandemic. An academic program was designed through a massive hybrid strategy to train 616 undergraduate students studying clinical cycles by presential, virtual, synchronous, and asynchronous activities. To know the impact of the program, a pre-experimental study with pre-test and post-test was carried out to evaluate the acquisition of the important knowledge and skills of the program. A significant difference was found between the means of the initial and final evaluations (p <0.001), as well as a high impact of the intervention (d 1.6). Significant improvements in the areas of COVID-19 initial management (p <0.001) and personal protective equipment use (p <0.001) were seen in the post-test when comparing to the initial evaluation. A quantitative and qualitative analysis of the satisfaction survey was carried out, finding positive results on the course design, quality of didactic resources, and instructors’ performance massive hybrid training is an effective strategy to facilitate the reintegration of undergraduate students to their face-to-face clinical rotations.
Downloads
References
Al Kadi, A., & Salati, S. A. (2012). Hand Hygiene Practices among Medical Students. Interdisciplinary perspectives on infectious diseases, 2012, 679129-679129. doi:10.1155/2012/679129
Al-Balas, M., Al-Balas, H. I., Jaber, H. M., Obeidat, K., Al-Balas, H., Aborajooh, E. A., . . . Al-Balas, B. (2020). Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Medical Education, 20(1), 341. doi:10.1186/s12909-020-02257-4
AMA. (2020). AMA guiding principles to protect learners responding to COVID-19. Retrieved from https://www.ama-assn.org/delivering-care/public-health/ama-guiding-principles-protect-learners-responding-covid-19
Capan Melser, M., Steiner-Hofbauer, V., Lilaj, B., Agis, H., Knaus, A., & Holzinger, A. (2020). Knowledge, application and how about competence? Qualitative assessment of multiple-choice questions for dental students. Medical education online, 25(1), 1714199-1714199. doi:10.1080/10872981.2020.1714199
Compton, S., Sarraf-Yazdi, S., Rustandy, F., & Radha Krishna, L. K. (2020). Medical students' preference for returning to the clinical setting during the COVID-19 pandemic. Medical education, 54(10), 943-950. doi:10.1111/medu.14268
Dedeilia, A., Sotiropoulos, M. G., Hanrahan, J. G., Janga, D., Dedeilias, P., & Sideris, M. (2020). Medical and Surgical Education Challenges and Innovations in the COVID-19 Era: A Systematic Review. In Vivo, 34(3 suppl), 1603. doi:10.21873/invivo.11950
Fredin, E. (2017). Aprendizaje híbrido: ¿el futuro de la educación superior? Retrieved from https://observatorio.tec.mx/edu-news/2017/10/13/aprendizaje-hibrido-el-futuro-de-la-educacion-superior
Gallagher, T. H., & Schleyer, A. M. (2020). “We Signed Up for This!” — Student and Trainee Responses to the Covid-19 Pandemic. New England Journal of Medicine, 382(25), e96. doi:10.1056/NEJMp2005234
Gishen F, B. S., Gill D. . (2020). The BMJ Opinion. Retrieved from https://blogs.bmj.com/bmj/2020/04/03/covid-19-the-impact-on-our-medical-students-will-be-far-reaching/
Hilburg, R., Patel, N., Ambruso, S., Biewald, M. A., & Farouk, S. S. (2020). Medical Education During the Coronavirus Disease-2019 Pandemic: Learning From a Distance. Advances in chronic kidney disease, 27(5), 412-417. doi:10.1053/j.ackd.2020.05.017
Medicina., A. M. d. F. y. E. d. Comunicado importante Covid-19 Retrieved from http://www.amfem.edu.mx/index.php/acerca/comunicados/206-comunicado-covid-19
Medicina., A. M. d. F. y. E. d. (2020). El papel del estudiante de medicina ante la pandemia por COVID 19: una responsabilidad compartida. Retrieved from http://www.amfem.edu.mx/index.php/acerca/comunicados
Mian, A., & Khan, S. (2020). Medical education during pandemics: a UK perspective. BMC Medicine, 18(1), 100. doi:10.1186/s12916-020-01577-y
Monterrey Institute of Technology, I. (2020). Comunicado oficial (12 marzo - Comunicado Coronavirus) Retrieved from https://tec.mx/sites/default/files/2020-04/Comunicado-Oficial-12-de-marzo-ES-12-3-20.pdf
Mukhtar, K., Javed, K., Arooj, M., & Sethi, A. (2020). Advantages, Limitations and Recommendations for online learning during COVID-19 pandemic era. Pakistan journal of medical sciences, 36(COVID19-S4), S27-S31. doi:10.12669/pjms.36.COVID19-S4.2785
Prescott, J. (2020). Important Guidance for Medical Students on Clinical Rotations During the Coronavirus (COVID-19) Outbreak. Retrieved from https://www.aamc.org/news-insights/press-releases/important-guidance-medical-students-clinical-rotations-during-coronavirus-covid-19-outbreak
Rosales-Gracia S, G.-L. V., Durán-Rodríguez S, Salinas-Fregoso M, Saldaña-Cedillo S. . (2008). Modalidad híbrida y presencial: Comparación de dos modalidades educativas. Revista de la Educación superior, 37(148), 23-29. .
Rose, S. (2020). Medical Student Education in the Time of COVID-19. JAMA, 323(21), 2131-2132. doi:10.1001/jama.2020.5227
Roskvist, R., Eggleton, K., & Goodyear-Smith, F. (2020). Provision of e-learning programmes to replace undergraduate medical students’ clinical general practice attachments during COVID-19 stand-down. Education for Primary Care, 31(4), 247-254. doi:10.1080/14739879.2020.1772123
Sandhaus, Y., Kushnir, T., & Ashkenazi, S. (2020). Electronic Distance Learning of Pre-clinical Studies During the COVID-19 Pandemic: A Preliminary Study of Medical Student Responses and Potential Future Impact. Isr Med Assoc J, 22(8), 489-493. Retrieved from https://www.ncbi.nlm.nih.gov/pubmed/33236581
UNESCO. (2020). Education: From Disruption To Recovery. Retrieved from https://en.unesco.org/covid19/educationresponse
Valdez-Garcia JE, E.-R. I., Díaz JA, Cordero-Díaz M, Torres-Quintanilla A, Zeron-Gutiérrez L. (2020). Observatorio de Innovación Educativa, el rol del estudiante de medicina y ciencias de la salud ante una pandemia. Retrieved from https://observatorio.tec.mx/edu-bits-blog/rol-del-estudiante-de-medicina-y-ciencias-de-la-salud-ante-una-pandemia
Valdez-García JE, L.-C. M., Jiménez MA, Díaz-Elizondo JA, Dávila-Rivas JA, Olivares-Olivares SL. (2020). Me preparo para ayudar: respuesta de escuelas de medicina y ciencias de la salud ante COVID-19. Revista investigacion en Educación Médica, 9(2), 1-11. .
Whelan A, P. J., Young G, Catanese V, McKinney R. (2020). Guidance on Medical Students’ Participation in Direct In-person Patient Contact Activities Retrieved from https://www.aamc.org/system/files/2020-08/meded-August-14-Guidance-on-Medical-Students-on-Clinical-Rotations.pdf
Wiener, S. (2020). Back to medical school during COVID-19 Retrieved from https://www.aamc.org/news-insights/back-medical-school-during-covid-19
Wiener, S. (2020). Excited, scared, ready: Medical students head back to clerkships Retrieved from https://www.aamc.org/news-insights/excited-scared-ready-medical-students-head-back-clerkships
