Department of Pediatrics, University of Alberta, Edmonton Clinic Health Academy, 11405-87 Avenue, Edmonton, AB, T6G 1C9, Canada.
BMC Med Educ. 2022 May 21;22(1):390. doi: 10.1186/s12909-022-03471-y.
The start of the COVID-19 pandemic led to both shortened clinical rotations and consequent loss of embedded formal teaching time. In response to these learning gaps, a novel, virtual pediatric bootcamp was developed to provide a consolidated 3-week learning opportunity for clinical medical students. Pre-clinical students were encouraged but not required to participate, given the suspension of clinical patient experiences for all undergraduate medical learners and the uncertainty of when clinical rotations would resume. This group of students were particularly challenged with adapting their learning in response to the pandemic while also preparing to apply their pre-clinical knowledge to solve clinical problems.
A qualitative thematic analysis was used for this study. Ten semi-structured phone interviews were conducted with second-year medical students to explore their experiences and perceptions of the pediatric bootcamp. The six phases of thematic analysis proposed by Braun and Clark guided data analysis. To ensure rigour, the three aspects of rigour-credibility, transferability and confirmability were utilized throughout the project.
Qualitative exploration from semi-structured phone interviews of second-year medical students' perceptions and experiences of this new and unanticipated learning experience revealed four main themes: (a) clinical relevance, describing how students were pushed to think about clinical problems in a new way; (b) timing, which explored conflicts related to competing interests, mental preparedness, and the interval between learning and application; (c) teaching strategies, describing how active learning and interaction were facilitated and challenges that arose; and (d) learning resources, highlighting the curated and accessible resources made available to the students, as well as those resources that learners develop for themselves.
A novel three-week online case-based pediatric bootcamp fostered application of knowledge for clinical reasoning at a time when students were transitioning from preclinical to clinical learning. Students were stretched to balance competing priorities, and the bootcamp curated synchronous and asynchronous learner opportunities while allowing them to reflect on their own learning styles and effective virtual learning strategies. While bootcamps are often used to prepare learners for transitions between clinical stages, our findings suggest the bootcamp format can also facilitate transition from preclinical to clinical roles.
COVID-19 大流行导致临床实习时间缩短，相应地也减少了嵌入式正规教学时间。针对这些学习差距，我们开发了一种新颖的虚拟儿科训练营，为临床医学生提供为期 3 周的集中学习机会。由于所有本科医学生都暂停了临床患者体验，并且不确定临床实习何时恢复，因此鼓励但不要求预科学生参加。这群学生特别面临着适应大流行期间学习的挑战，同时还要准备将他们的基础医学知识应用于解决临床问题。
本研究采用定性主题分析。对二年级医学生进行了 10 次半结构化电话访谈，以探讨他们对儿科训练营的经验和看法。Braun 和 Clark 提出的主题分析的六个阶段指导了数据分析。为了确保严谨性，在整个项目中利用了严谨性的三个方面——可信度、可转移性和可证实性。
对二年级医学生对这种新的和意外的学习体验的看法和经验进行半结构化电话访谈的定性探讨揭示了四个主要主题：(a)临床相关性，描述了学生如何以新的方式思考临床问题；(b)时间安排，探讨了与竞争利益、心理准备和学习与应用之间的间隔相关的冲突；(c)教学策略，描述了如何促进主动学习和互动以及出现的挑战；(d)学习资源，突出了为学生提供的经过策划和可访问的资源，以及学习者为自己开发的资源。
一个新颖的为期 3 周的在线基于案例的儿科训练营促进了知识在学生从基础医学过渡到临床医学学习时的临床推理应用。学生们被要求平衡相互竞争的优先事项，训练营策划了同步和异步的学习机会，同时允许他们反思自己的学习风格和有效的虚拟学习策略。虽然训练营通常用于为临床阶段之间的过渡做准备，但我们的研究结果表明，训练营模式也可以促进从基础医学向临床医学角色的过渡。
