Rivera Ronald, Smart Jonathan, Sakaria Sangeeta, Wray Alisa, Wiechmann Warren, Boysen-Osborn Megan, Toohey Shannon
Department of Emergency Medicine, University of California Irvine Medical Center, Orange, CA, United States.
JMIR Med Educ. 2021 May 11;7(2):e25213. doi: 10.2196/25213.
As part of the Accreditation Council for Graduate Medical Education requirements, residents must participate in structured didactic activities. Traditional didactics include lectures, grand rounds, simulations, case discussions, and other forms of in-person synchronous learning. The COVID-19 pandemic has made in-person activities less feasible, as many programs have been forced to transition to remote didactics. Educators must still achieve the goals and objectives of their didactic curriculum despite the new limitations on instructional strategies. There are several strategies that may be useful for organizing and creating a remote residency didactic curriculum. Educators must master new technology, be flexible and creative, and set rules of engagement for instructors and learners. Establishing best practices for remote didactics will result in successful, remote, synchronous didactics; reduce the impact of transitioning to a remote learning environment; and keep educators and learners safe as shelter-at-home orders remain in place.
作为研究生医学教育认证委员会要求的一部分，住院医师必须参加结构化的教学活动。传统教学包括讲座、大查房、模拟、病例讨论以及其他形式的面对面同步学习。由于许多项目被迫转向远程教学，新冠疫情使面对面活动变得不太可行。尽管教学策略受到新的限制，教育工作者仍必须实现其教学课程的目标。有几种策略可能有助于组织和创建远程住院医师教学课程。教育工作者必须掌握新技术，灵活且有创造力，并为教师和学习者设定参与规则。建立远程教学的最佳实践将带来成功的远程同步教学；减少向远程学习环境过渡的影响；并在居家令仍然有效的情况下保障教育工作者和学习者的安全。
