Roth Lauren T, Mogilner Leora, Talib Hina, Silver Ellen J, Friedman Suzanne
3415 Bainbridge Ave, Bronx, NY 10467 USA Children's Hospital at Montefiore/Albert Einstein College of Medicine.
1184 5th Ave, New York, NY 10029 USA Icahn School of Medicine at Mount Sinai.
Med Sci Educ. 2023 Feb 6;33(2):375-384. doi: 10.1007/s40670-023-01737-8. eCollection 2023 Apr.
As the pandemic wanes, there is an opportunity to reevaluate resultant changes in graduate medical education (GME), particularly from the viewpoints of those affected most. We aimed to assess both trainee and faculty perceptions on the educational changes and innovations resulting from the pandemic to inform future educational planning.
We surveyed trainees and core education faculty at three New York City children's hospitals. Surveys assessed perceived changes to educational activities, skills, scholarship, effectiveness of virtual teaching, future desirability, and qualitative themes.
The survey was completed by 194 participants, including 88 (45.4%) faculty and 106 (54.6%) trainees. Trainees were more likely to report a negative impact of the pandemic compared with faculty (75.5% vs. 50%, < 0.01). Most respondents reported a decrease in formal educational activities (69.8%), inpatient (77.7%) and outpatient (77.8%) clinical teaching. Despite this, most perceived clinical and teaching skills to have stayed the same. Most (93.4%) participated in virtual education; however, only 36.5% of faculty taught virtually. Only 4.2% of faculty had extensive training in virtual teaching and 28.9% felt very comfortable teaching virtually. In the future, most (87.5%) prefer a hybrid approach, particularly virtual didactic conferences and virtual grand rounds. Faculty themes included challenges to workflows and increased empathy for trainees, while trainee themes included increased work/life balance and support, but increased burnout.
Many changes and innovations resulted from the pandemic. Hospital systems and GME programs should consider this data and incorporate viewpoints from trainees and faculty when adapting educational strategies in the future.
The online version contains supplementary material available at 10.1007/s40670-023-01737-8.
随着疫情逐渐消退，有机会重新评估毕业后医学教育（GME）由此产生的变化，尤其是从受影响最大的人群的角度。我们旨在评估学员和教员对疫情导致的教育变革与创新的看法，以为未来的教育规划提供参考。
我们对纽约市三家儿童医院的学员和核心教育教员进行了调查。调查评估了对教育活动、技能、学术研究、虚拟教学效果、未来的可取性以及定性主题的感知变化。
194名参与者完成了调查，其中包括88名（45.4%）教员和106名（54.6%）学员。与教员相比，学员更有可能报告疫情带来的负面影响（75.5%对50%，P<0.01）。大多数受访者报告正规教育活动减少（69.8%），住院（77.7%）和门诊（77.8%）临床教学减少。尽管如此，大多数人认为临床和教学技能保持不变。大多数人（93.4%）参与了虚拟教育；然而，只有36.5%的教员进行了虚拟教学。只有4.2%的教员接受过广泛的虚拟教学培训，28.9%的人对虚拟教学感到非常自在。未来，大多数人（87.5%）更喜欢混合教学方式，特别是虚拟理论课程和虚拟大查房。教员提到的主题包括工作流程方面的挑战以及对学员同理心的增强，而学员提到的主题包括工作/生活平衡和支持的增加，但职业倦怠也增加了。
疫情带来了许多变化和创新。医院系统和毕业后医学教育项目在未来调整教育策略时应考虑这些数据，并纳入学员和教员的观点。
在线版本包含可在10.1007/s40670-023-01737-8获取的补充材料。
