Benton Mark
Center for Health Policy, Department of Public Health, University of Missouri, Columbia, MO, United States.
JMIR Form Res. 2023 Sep 7;7:e48299. doi: 10.2196/48299.
The COVID-19 pandemic had large social effects, particularly in the fields of medicine and medical education. Medical organizations in the United States operate in overlapping contexts with interrelated goals inside multiple organizations, and the context of work strongly influenced how organizations were able to respond to COVID-19 restrictions.
This research examines the experience and impact of COVID-19 on the implementation of a Health Resources and Services Administration grant in a newly formed university medical office with the interrelated goals of health policy, health outreach, and medical education. The goal is to understand how COVID-19 created different experiences and challenges for leaders and their collaborators working in medical education compared to those working in public health outreach or health policy.
A survey about COVID-19 opportunities and challenges was administered to work unit leaders and their project collaborators. The most common experiences and challenges are shown, direct educational and other respondents' experiences and challenges are compared, and open-ended comment segments are analyzed.
Helping others adjust to digital work, remoteness, and coordination were common experiences during COVID-19. Common challenges include coordination and an inability to make comparisons to previous program years. On average, respondents had 11.3 (SD 7.8) experiences and 8.3 (SD 6.9) challenges considered in the survey. While all units were influenced by COVID-19 restrictions, medical education units had more experiences and challenges. Those involved directly in medical education experienced 69% (18.6/27) of their possible experiences and 54% (14.7/27) of their possible challenges on average compared to 35% (7/20) and 21% (4.2/20) among other respondents (P<.001). COVID-19 restrictions increased the complexity of project work and presented challenges, especially in terms of coordinating responses and access to locations.
The findings suggest that COVID-19 made the overall administration of programs more complex and drew attention from other medical and public health programs. While remoteness is appropriate for some medical education tasks, it is less appropriate for clinical learning. Remoteness presents an especially large challenge to clinical education. Employees now have expectations for remoteness to be built into programs and workplaces. Program administrators will have to integrate remoteness' benefits and drawbacks into their organization for the foreseeable future.
新冠疫情产生了巨大的社会影响，尤其是在医学和医学教育领域。美国的医疗机构在多个组织内部相互关联的目标下，在重叠的环境中运作，工作环境强烈影响着各组织应对新冠疫情限制措施的能力。
本研究考察了新冠疫情对一个新成立的大学医疗办公室实施卫生资源与服务管理局拨款项目的经验和影响，该项目具有卫生政策、卫生推广和医学教育等相互关联的目标。目的是了解与从事公共卫生推广或卫生政策工作的人员相比，新冠疫情给从事医学教育工作的领导者及其合作者带来了哪些不同的经历和挑战。
对工作单位领导及其项目合作者进行了一项关于新冠疫情机遇与挑战的调查。展示了最常见的经历和挑战，比较了直接从事教育工作的人员与其他受访者的经历和挑战，并对开放式评论部分进行了分析。
在新冠疫情期间，帮助他人适应数字化工作、远程办公和协调工作是常见的经历。常见挑战包括协调工作以及无法与上一项目年度进行比较。受访者在调查中平均有11.3（标准差7.8）项经历和8.3（标准差6.9）项挑战。虽然所有单位都受到了新冠疫情限制措施的影响，但医学教育单位的经历和挑战更多。直接参与医学教育的人员平均经历了其可能经历的69%（18.6/27）和可能面临挑战的54%（14.7/27），而其他受访者分别为35%（7/20）和21%（4.2/20）（P<0.001）。新冠疫情限制措施增加了项目工作的复杂性，并带来了挑战，尤其是在协调应对措施和进入工作地点方面。
研究结果表明，新冠疫情使项目的整体管理更加复杂，并吸引了其他医学和公共卫生项目的关注。虽然远程办公适用于某些医学教育任务，但不太适合临床学习。远程办公给临床教育带来了特别大的挑战。员工现在期望在项目和工作场所中融入远程办公模式。在可预见的未来，项目管理者将不得不把远程办公的利弊纳入其组织管理中。
