Satnarine Travis, Lee Kin Che Marie
Neonatal Intensive Care Unit, Port of Spain General Hospital, Port of Spain, TTO.
Cureus. 2022 Apr 19;14(4):e24280. doi: 10.7759/cureus.24280. eCollection 2022 Apr.
The COVID-19 pandemic resulted in the pause of medical clinical rotations. As a result, virtual rotations were implemented. These are a form of remote learning that seeks to mimic the clinical learning environment that students were already accustomed to. This article seeks to review the published literature to explore which specialties adapted this format, what are the advantages and disadvantages observed, determine what were the responsibilities and involvements of students participating in these rotations, how well these rotations substituted for in-person rotations, and to evaluate if there is a continued role for them after, outside of COVID-19. Virtual rotations have been developed in almost every specialty. These rotations have been developed from small centers to large universities, and are widespread throughout the United States, and in other countries as well. These rotations are targeted toward medical students, medical residents, and physician assistants and range in length from one to four weeks. Responsibilities and scope of interaction varied according to rotation; some rotations allowed patient interaction, and observation of procedures and surgeries, whereas some were purely didactic. A mixture of inpatient and outpatient involvements was seen. Advantages included saving money and time, more flexibility, increased diversity, and participation of international medical graduates. Virtual rotations participants have been invited for interviews at the participating institution's residency programs and have matched there. Disadvantages included lack of assessment of practical skills, inability to receive credit, and inability to obtain a letter of recommendation. Virtual rotations have proven to be a good substitute for in-person rotations, with most medical students seeing a need for the rotations in the future. Due to widespread development and acceptance of these rotations, it is likely that these rotations will continue.
新冠疫情导致医学临床轮转暂停。因此,实施了虚拟轮转。这是一种远程学习形式,旨在模拟学生已经习惯的临床学习环境。本文旨在回顾已发表的文献,以探讨哪些专业采用了这种形式,观察到的优缺点有哪些,确定参与这些轮转的学生的职责和参与情况,这些轮转在多大程度上替代了面对面轮转,并评估在新冠疫情之后它们是否仍将继续发挥作用。几乎每个专业都开展了虚拟轮转。这些轮转已从小型中心发展到大型大学,在美国及其他国家广泛开展。这些轮转针对医学生、住院医师和医师助理,时长从一周到四周不等。职责和互动范围因轮转而异;一些轮转允许与患者互动、观察操作和手术,而一些则纯粹是教学性质的。既有住院患者参与,也有门诊患者参与。优点包括节省金钱和时间、灵活性更高、多样性增加以及国际医学毕业生的参与。参与虚拟轮转的人员已被邀请参加参与机构的住院医师项目面试,并在那里成功匹配。缺点包括缺乏实践技能评估、无法获得学分以及无法获得推荐信。事实证明,虚拟轮转是面对面轮转的良好替代方式,大多数医学生认为未来仍需要这种轮转。由于这些轮转得到广泛发展和认可,它们很可能会继续存在。