Alim Nagji1, Yusuf Yilmaz2,3, Peter Zhang4, Joana Dida5, Lauren Cook-Chaimowitz5, Junghwan Kevin Dong1, Lorraine Colpitts1,6, James Beecroft1,7, Teresa M Chan1,2,8. 1. Department of Family Medicine Division of Emergency Medicine McMaster University Hamilton Ontario Canada. 2. the McMaster University Education Research, Innovation and Theory (MERIT) Program Faculty of Health Sciences McMaster University Hamilton Ontario Canada. 3. the Department of Medical Education Faculty of Medicine Ege University Izmir Turkey. 4. the Family Medicine Training Program Department of Family Medicine McMaster University Hamilton Ontario Canada. 5. Royal College Emergency Medicine Training Program, Department of Medicine McMaster University Hamilton Ontario Canada. 6. the Waterloo Regional Campus Michael G. DeGroote School of Medicine McMaster University Hamilton Ontario Canada. 7. the Niagara Regional Campus Michael G. DeGroote School of Medicine McMaster University Hamilton Ontario Canada. 8. and the Program for Faculty Development Faculty of Health Sciences McMaster University Hamilton Ontario Canada.
Abstract
BACKGROUND: With the advent of the 2019 coronavirus pandemic, a decision was made to remove medical students from clinical rotations for their own safety. This forced students on a core emergency medicine (EM) rotation at McMaster University to immediately cease all in-person activities. An urgent need for a virtual curriculum emerged. METHODS: A virtual curriculum consisting of asynchronous case-based learning on Slack, ask-me-anything webinars, and online e-modules was created to fill the need. We describe a program evaluation using the RE-AIM framework and a social networking analysis of participants. RESULTS: Medical students (n = 23) and 11 facilitators (five residents, six faculty members) participated in this pilot study. Faculty members sent a mean (±SD) of 115 (±117) messages (n = 6), and mean (±SD) message counts for students and residents were 49.96 (±25; n = 23) and 39 (±38; n = 5), respectively. A total of 62,237 words were written by the participants, with a mean of 1,831 per person. Each message consisted of a mean (±SD) of 25 words (±29). Students rapidly acquitted themselves to digital technology. Using the RE-AIM framework we highlight the feasibility of a virtual curriculum, discuss demands on faculty time, and reflect on strategies to engage learners. CONCLUSIONS: The use of asynchronous digital curricula creates opportunities for faculty-resident interaction and engagement. We report the successful deployment of a viable model for undergraduate EM training for senior medical students in the COVID-19 era of physical distancing.
BACKGROUND: With the advent of the 2019 coronavirus pandemic, a decision was made to remove medical students from clinical rotations for their own safety. This forced students on a core emergency medicine (EM) rotation at McMaster University to immediately cease all in-person activities. An urgent need for a virtual curriculum emerged. METHODS: A virtual curriculum consisting of asynchronous case-based learning on Slack, ask-me-anything webinars, and online e-modules was created to fill the need. We describe a program evaluation using the RE-AIM framework and a social networking analysis of participants. RESULTS: Medical students (n = 23) and 11 facilitators (five residents, six faculty members) participated in this pilot study. Faculty members sent a mean (±SD) of 115 (±117) messages (n = 6), and mean (±SD) message counts for students and residents were 49.96 (±25; n = 23) and 39 (±38; n = 5), respectively. A total of 62,237 words were written by the participants, with a mean of 1,831 per person. Each message consisted of a mean (±SD) of 25 words (±29). Students rapidly acquitted themselves to digital technology. Using the RE-AIM framework we highlight the feasibility of a virtual curriculum, discuss demands on faculty time, and reflect on strategies to engage learners. CONCLUSIONS: The use of asynchronous digital curricula creates opportunities for faculty-resident interaction and engagement. We report the successful deployment of a viable model for undergraduate EM training for senior medical students in the COVID-19 era of physical distancing.
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