Department of Paediatric Nephrology, Bristol Royal Hospital for Children, Bristol, UK.
Neonatal Intensive Care Unit, Princess Anne Hospital, Southampton, UK
Arch Dis Child Educ Pract Ed. 2022 Feb;107(1):64-70. doi: 10.1136/archdischild-2020-321151. Epub 2021 Feb 26.
This study examines trainees' experiences of paediatric education and training during the COVID-19 pandemic. Paediatric trainees across the UK undertook an online survey. 368 of approximately 4000 trainees responded; quantitative and qualitative data were collected. Although the majority of trainees remained in their specialties, there was significant disruption to training events, teaching and learning opportunities. Despite this, for many, novel opportunities presented themselves that may not have otherwise been accessible. Trainees reported increased virtual learning, reflection, leadership and management opportunities. A breadth of trainee-identified web-based paediatric training resources were also highlighted. As the COVID-19 pandemic persists, these trainee experiences inform educators to adopt helpful training practices from other regions, including sharing of virtual learning regionally and acting-up opportunities. Trainees highlighted previously under-recognised areas of concern that can inform quality improvement initiatives, such as enhancing patient safety through tackling trainee fatigue, combating reduced clinical experience or instituting protected supporting professional activity time.
本研究探讨了 COVID-19 大流行期间儿科教育和培训学员的经历。英国各地的儿科学员参加了在线调查。在大约 4000 名学员中，有 368 名做出了回应；收集了定量和定性数据。尽管大多数学员仍留在自己的专业领域，但培训活动、教学和学习机会受到了重大干扰。尽管如此，对许多人来说，新的机会出现了，否则这些机会可能无法获得。学员报告说增加了虚拟学习、反思、领导和管理机会。学员还强调了一系列基于网络的儿科培训资源。随着 COVID-19 大流行的持续，这些学员的经历为教育工作者提供了信息，以便他们采用来自其他地区的有益培训实践，包括在区域内共享虚拟学习和提供扮演机会。学员们强调了以前被忽视的关注领域，这些领域可以为质量改进举措提供信息，例如通过解决学员疲劳问题来提高患者安全、克服临床经验减少或建立受保护的支持专业活动时间。
