Innovating patient care and gynecologic surgery instruction through tele-education.
Journal
Current opinion in obstetrics & gynecology
ISSN: 1473-656X
Titre abrégé: Curr Opin Obstet Gynecol
Pays: England
ID NLM: 9007264
Informations de publication
Date de publication:
01 08 2021
01 08 2021
Historique:
pubmed:
1
6
2021
medline:
20
7
2021
entrez:
31
5
2021
Statut:
ppublish
Résumé
Effects of the coronavirus disease 2019 pandemic prompted the need for rapid, flexible change in the delivery of care, education, and commitment to the well-being of obstetrics and gynecology (OB/GYN) residents. Published literature shows multiple models for surge scheduling for residency programs in other specialties. We describe our experience creating a surge schedule for OB/GYN residents that allowed for sufficient coverage of inpatient care while minimizing resident exposure and limited hospital resources, respecting work hour requirements, and plans for coverage due to illness or need for home quarantine. We also report innovative approaches to trainee education through the use of remote-learning technology and gynecologic surgery skills training in absence of normal clinical exposure. Our approach serves as a model for adapting to unprecedented challenges and offers suggestions for creative transformations of traditional teaching that can be continued beyond the immediate crisis.
Identifiants
pubmed: 34054102
doi: 10.1097/GCO.0000000000000724
pii: 00001703-202108000-00011
doi:
Types de publication
Journal Article
Langues
eng
Sous-ensembles de citation
IM
Pagination
317-323Informations de copyright
Copyright © 2021 Wolters Kluwer Health, Inc. All rights reserved.
Références
Coronavirus Disease (COVID-19) Pandemic. World Health Organization. Published 2020. Accessed January 8, 2021. https://www.who.int/emergencies/diseases/novel-coronavirus-2019 .
Coronavirus Resource Center. Johns Hopkins University and Medicine. Published 2020. Accessed January 8, 2021. https://coronavirus.jhu.edu .
California Coronavirus COVID-19 Response. Published 2020. Accessed January 8, 2021. https://covid19.ca.gov .
CDC COVID-19 Response Team. Characteristics of healthcare personnel with COVID-19 — United States, February 12–April 9, 2020. Morb Mortal Wkly Rep 2020; 69:477–481.
Sutton D, Fuchs K, D’Alton M, Goffman D. Universal screening for SARS-CoV-2 in women admitted for delivery. N Engl J Med 2020; 382:2163–2164.
Accreditation Council for Graduate Medical Education. Obstetrics and Gynecology. Updated 2020. Accessed April 18, 2020. https://www.acgme.org/Specialties/Overview/pfcatid/12/Obstetrics-Gynecology .
Tomlinson J, Shaw T, Munro A, et al. How does tele-learning compare with other forms of education delivery? A systematic review of tele-learning educational outcomes for health professionals. NSW Public Health Bull 2013; 24:70–75.
Chipps J, Brysiewicz P, Mars M. A systematic review of the effectiveness of videoconference-based tele-education for medical and nursing education. Worldviews Evid Based Nurs 2012; 9:78–87.
Mizota T, Kurashima Y, Poudel S, et al. Step-by-step training in basic laparoscopic skills using two-way web conferencing software for remote coaching: a multicenter randomized controlled study. Am J Surg 2018; 216:88–92.
Becker JL, Milad MP, Klock SC. Burnout, depression, and career satisfaction: cross-sectional study of obstetrics and gynecology residents. Am J Obstet Gynecol 2006; 195:1444–1449.
Govardhan LM, Pinelli V, Schnatz PF. Burnout, depression and job satisfaction in obstetrics and gynecology residents. Conn Med 2012; 76:389–395.
Winkel AF, Woodland MB, Nguyen AT, Morgan HK. Associations between residents’ personal behaviors and wellness: a national survey of obstetrics and gynecology residents. J Surg Educ 2019; 77:40–44.
Dow ML, Bove E, Morgan HK, et al. Resident responses to a wellness survey and significant unreported distress. Obstet Gynecol 2020; 135:832–835.
Nassar AH, Zern NK, McIntyre LK, et al. Emergency restructuring of a general surgery residency program during the coronavirus disease 2019 pandemic: The University of Washington Experience. JAMA Surg 2020; 155:624–627.
Manson DK, Shen S, Lavelle MP, et al. Reorganizing a medicine residency program in response to the COVID-19 pandemic in New York. Acad Med 2020; 95:1670–1673.
Schwartz AM, Wilson JM, Boden SD, et al. Managing resident workforce and education during the COVID-19 pandemic: evolving strategies and lessons learned. JBJS Open Access 2020; 5:e0045.
Juprasert JM, Gray KD, Moore MD, et al. Restructuring of a general surgery residency program in an epicenter of the coronavirus disease 2019 pandemic: lessons from New York City. JAMA Surg 2020; 155:870–875.
Tomlinson SB, Hendricks BK, Cohen-Gadol AA. Innovations in neurosurgical education during the COVID-19 pandemic: is it time to reexamine our neurosurgical training models? J Neurosurg 2020; 1:1–2.
Chong A, Kagetsu NJ, Yen A, Cooke EA. Radiology residency preparedness and response to the COVID-19 pandemic. Acad Radiol 2020; 27:856–861. doi:10.1016/j.acra.2020.04.001.
doi: 10.1016/j.acra.2020.04.001
Crosby DL, Sharma A. Insights on otolaryngology residency training during the COVID-19 pandemic. Otolaryngol Head Neck Surg 2020; 163:38–41.
Amparore D, Claps F, Cacciamani GE, et al. Impact of the COVID-19 pandemic on urology residency training in Italy. Minerva Urol Nefrol 2020; 72:505–509.
Chick RC, Clifton GT, Peace KM, et al. Using technology to maintain the education of residents during the COVID-19 pandemic. J Surg Educ 2020; 77:729–732.