Department of Anesthesiology, Washington University School of Medicine, 660 S. Euclid Avenue, Campus Box 8054, St Louis, MO, 63110, USA.
Division of Biostatistics, Washington University School of Medicine, St Louis, MO, USA.
BMC Med Educ. 2021 Apr 17;21(1):216. doi: 10.1186/s12909-021-02665-0.
The COVID-19 pandemic resulted in a transformation of clinical care practices to protect both patients and providers. These changes led to a decrease in patient volume, impacting physician trainee education due to lost clinical and didactic opportunities. We measured the prevalence of trainee concern over missed educational opportunities and investigated the risk factors leading to such concerns.
All residents and fellows at a large academic medical center were invited to participate in a web-based survey in May of 2020. Participants responded to questions regarding demographic characteristics, specialty, primary assigned responsibility during the previous 2 weeks (clinical, education, or research), perceived concern over missed educational opportunities, and burnout. Multivariable logistic regression was used to assess the relationship between missed educational opportunities and the measured variables.
22% (301 of 1375) of the trainees completed the survey. 47% of the participants were concerned about missed educational opportunities. Trainees assigned to education at home had 2.85 [95%CI 1.33-6.45] greater odds of being concerned over missed educational opportunities as compared with trainees performing clinical work. Trainees performing research were not similarly affected [aOR = 0.96, 95%CI (0.47-1.93)]. Trainees in pathology or radiology had 2.51 [95%CI 1.16-5.68] greater odds of concern for missed educational opportunities as compared with medicine. Trainees with greater concern over missed opportunities were more likely to be experiencing burnout (p = 0.038).
Trainees in radiology or pathology and those assigned to education at home were more likely to be concerned about their missed educational opportunities. Residency programs should consider providing trainees with research or at home clinical opportunities as an alternative to self-study should future need for reduced clinical hours arise.
COVID-19 大流行导致临床护理实践发生转变，以保护患者和医护人员。这些变化导致患者数量减少，由于失去临床和教学机会，影响了医师受训者的教育。我们衡量了受训者对错过教育机会的关注程度，并调查了导致这种关注的危险因素。
我们邀请了一家大型学术医疗中心的所有住院医师和研究员参加 2020 年 5 月的在线调查。参与者回答了关于人口统计学特征、专业、前两周的主要职责（临床、教育或研究）、对错过教育机会的关注程度以及倦怠的问题。多变量逻辑回归用于评估错过教育机会与测量变量之间的关系。
22%（301/1375）的受训者完成了调查。47%的参与者对错过教育机会感到担忧。与从事临床工作的受训者相比，在家中从事教育工作的受训者对错过教育机会的担忧程度高出 2.85 倍[95%CI 1.33-6.45]。从事研究的受训者没有受到类似的影响[aOR=0.96，95%CI（0.47-1.93）]。与内科相比，病理科或放射科的受训者对错过教育机会的担忧程度高出 2.51 倍[95%CI 1.16-5.68]。对错过机会的关注度较高的受训者更有可能出现倦怠（p=0.038）。
病理科或放射科的受训者以及在家中接受教育的受训者更有可能担心自己错过的教育机会。如果未来需要减少临床工作时间，住院医师培训计划应考虑为受训者提供研究或在家中的临床机会，作为自我学习的替代方案。
