Nadarajah Vishna Devi, Sow Chew Fei, Syed Aznal Sharifah Sulaiha, Montagu Adam, Boursicot Katharine, Er Hui Meng
Education and Institutional Development, International Medical University, Kuala Lumpur, Malaysia.
Clinical Skills and Simulation Centre, International Medical University, Kuala Lumpur, Malaysia.
J Med Educ Curric Dev. 2020 Nov 19;7:2382120520970894. doi: 10.1177/2382120520970894. eCollection 2020 Jan-Dec.
A preparatory framework called EASI (Evaluate, Align, Student-centred, Implement and Improve) was developed with the aim of creating awareness about interim options and implementation opportunities for online Clinical and Communication Skills (CCS) learning. The framework, when applied requires faculty to evaluate current resources, align sessions to learning outcomes with student-centred approaches and to continuously improve based on implementation experiences. Using the framework, we were able to generate various types of online CCS learning sessions for implementation in a short period of time due to the recent Covid-19 pandemic. Importantly we learnt a few lessons post-implementation from both students and faculty perspective that will be used for planning and delivery of future sessions. In summary, the framework was useful for creating or redesigning CCS sessions which were disrupted during the pandemic, however post-implementation experience suggests the framework can also be used for future solutions in online CCS learning as healthcare systems and delivery are increasingly decentralised and widely distributed.
一个名为EASI（评估、调整、以学生为中心、实施和改进）的预备框架被开发出来，目的是提高对在线临床和沟通技能（CCS）学习的临时选项和实施机会的认识。该框架应用时要求教师评估现有资源，采用以学生为中心的方法使课程与学习成果保持一致，并根据实施经验不断改进。由于最近的新冠疫情，使用该框架，我们能够在短时间内生成各种类型的在线CCS学习课程以供实施。重要的是，我们从学生和教师的角度在实施后吸取了一些经验教训，这些经验教训将用于未来课程的规划和交付。总之，该框架对于创建或重新设计在疫情期间中断的CCS课程很有用，然而实施后的经验表明，随着医疗系统和服务越来越分散和广泛分布，该框架也可用于在线CCS学习的未来解决方案。
