Oeppen R S, Rutherford E, Sadler P, Isaac R, Brennan P A
University Hospitals Southampton, Southampton, SO16 6YD, UK.
HEE Wessex, Southern House, Otterbourne, SO21 2RU, UK.
Br J Oral Maxillofac Surg. 2020 Dec;58(10):1240-1244. doi: 10.1016/j.bjoms.2020.09.037. Epub 2020 Oct 14.
As a result of COVID-19, there has been an exponential increase in the use of remote technology for many local, regional and national meetings that would previously have been held on a face-to-face basis. Remote meetings have ensured that essential clinical, educational and strategic work can continue but it is not 'business as usual', although colleagues accept this form of communication as the new norm. In medical education and assessment, the Annual Review of Competence Progression (ARCP) meetings and other formative educational meetings are being conducted remotely. This form of communication has some advantages but may also present possible barriers for feedback and development particularly for 'trainees in difficulty' when there are concerns about progression, and when an unsatisfactory outcome has been awarded. It is also worth remembering that there may be generational differences with the ease of use of virtual meeting platforms. We present some of the important factors for optimising the panel of virtual ARCPs and discuss methods to improve feedback given remotely for trainees.
由于新冠疫情，许多原本会面对面举行的地方、区域和全国性会议对远程技术的使用呈指数级增长。远程会议确保了重要的临床、教育和战略工作能够继续，但这并非“一切照旧”，尽管同事们已将这种沟通形式视为新常态。在医学教育和评估方面，能力进展年度评审（ARCP）会议及其他形成性教育会议正在远程进行。这种沟通形式有一些优点，但也可能给反馈和发展带来潜在障碍，尤其是对于“有困难的学员”而言，当涉及到进展问题以及给出了不满意的结果时。还值得记住的是，在虚拟会议平台的易用性方面可能存在代际差异。我们提出了一些优化虚拟ARCP小组的重要因素，并讨论了改善向学员远程提供反馈的方法。
