Medical education during the COVID-19 pandemic: lessons for the orthopedic departments
Abstract Background After the Coronavirus pandemic, many educational routines were stopped for the safety of medical staff. To achieve educational goals, we have implemented new policies in our hospitals. In this study, we aimed to evaluate the effect of such strategies. Method This survey-based stu...
| Main Authors: | , , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
BMC
2023-06-01
|
| Series: | BMC Medical Education |
| Subjects: | |
| Online Access: | https://doi.org/10.1186/s12909-023-04388-w |
| _version_ | 1797801352142782464 |
|---|---|
| author | Zahra Vahdati Hossein Nematian Amir Reza Farhoud Mohammad Naghi Tahmasebi Shahram Rahimi-Dehgolan Seyed Mohammad Javad Mortazavi Reza Shahryar Kamrani Leila Oryadi Zanjani Mohammad Reza Golbakhsh Roya Nasl Seraj Mohammad Hossein Nabian |
| author_facet | Zahra Vahdati Hossein Nematian Amir Reza Farhoud Mohammad Naghi Tahmasebi Shahram Rahimi-Dehgolan Seyed Mohammad Javad Mortazavi Reza Shahryar Kamrani Leila Oryadi Zanjani Mohammad Reza Golbakhsh Roya Nasl Seraj Mohammad Hossein Nabian |
| author_sort | Zahra Vahdati |
| collection | DOAJ |
| description | Abstract Background After the Coronavirus pandemic, many educational routines were stopped for the safety of medical staff. To achieve educational goals, we have implemented new policies in our hospitals. In this study, we aimed to evaluate the effect of such strategies. Method This survey-based study uses questionnaires to assess newly implemented educational strategies. We surveyed 107 medical staff of the orthopedic department of Tehran University of Medical Sciences, including faculty members, residents, and students. The survey contained three series of questionnaires for these groups. Results The maximum satisfaction for all three groups was observed in the platform and facilities for using e-classes, and the cost- and time-saving capabilities (Respectively, faculty members (FM): 81.8%, residents (R): 95.2%, students/interns (S/I): 87.0%; FM: 90.9%, R: 88.1%, S/I: 81.5%). The new policies have been shown to reduce the stress level of most trainees, increase the quality of knowledge-based education, increase the opportunity for reexamining educational content, expand discussion and research opportunities, and improve work conditions. There was a broad acceptance of the virtual journal clubs and morning reports. However, there were discrepancies between residents and faculty members on issues such as the evaluation of trainees, the new educational curriculum, and flexible shift schedules. Our strategies failed to improve skill-based education and patient treatment status. Most participants indicated that e-learning should be used with face-to-face training post-pandemic (FM: 81.8%, R: 83.3%, S/I: 75.9%). Conclusion Our efforts to optimize the educational system during this crisis have generally improved trainees’ work conditions and educational experience. Most participants believed that e-learning and virtual methods should be used alongside traditional training as a complementary component after the pandemic. |
| first_indexed | 2024-03-13T04:49:10Z |
| format | Article |
| id | doaj.art-15d42440d590435a985bfd90db53023b |
| institution | Directory Open Access Journal |
| issn | 1472-6920 |
| language | English |
| last_indexed | 2024-03-13T04:49:10Z |
| publishDate | 2023-06-01 |
| publisher | BMC |
| record_format | Article |
| series | BMC Medical Education |
| spelling | doaj.art-15d42440d590435a985bfd90db53023b2023-06-18T11:17:07ZengBMCBMC Medical Education1472-69202023-06-0123111010.1186/s12909-023-04388-wMedical education during the COVID-19 pandemic: lessons for the orthopedic departmentsZahra Vahdati0Hossein Nematian1Amir Reza Farhoud2Mohammad Naghi Tahmasebi3Shahram Rahimi-Dehgolan4Seyed Mohammad Javad Mortazavi5Reza Shahryar Kamrani6Leila Oryadi Zanjani7Mohammad Reza Golbakhsh8Roya Nasl Seraj9Mohammad Hossein Nabian10School of Medicine, Tehran University of Medical SciencesSchool of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesCenter of Orthopedic Trans-Disciplinary Applied Research (COTAR), School of Medicine, Tehran University of Medical SciencesAbstract Background After the Coronavirus pandemic, many educational routines were stopped for the safety of medical staff. To achieve educational goals, we have implemented new policies in our hospitals. In this study, we aimed to evaluate the effect of such strategies. Method This survey-based study uses questionnaires to assess newly implemented educational strategies. We surveyed 107 medical staff of the orthopedic department of Tehran University of Medical Sciences, including faculty members, residents, and students. The survey contained three series of questionnaires for these groups. Results The maximum satisfaction for all three groups was observed in the platform and facilities for using e-classes, and the cost- and time-saving capabilities (Respectively, faculty members (FM): 81.8%, residents (R): 95.2%, students/interns (S/I): 87.0%; FM: 90.9%, R: 88.1%, S/I: 81.5%). The new policies have been shown to reduce the stress level of most trainees, increase the quality of knowledge-based education, increase the opportunity for reexamining educational content, expand discussion and research opportunities, and improve work conditions. There was a broad acceptance of the virtual journal clubs and morning reports. However, there were discrepancies between residents and faculty members on issues such as the evaluation of trainees, the new educational curriculum, and flexible shift schedules. Our strategies failed to improve skill-based education and patient treatment status. Most participants indicated that e-learning should be used with face-to-face training post-pandemic (FM: 81.8%, R: 83.3%, S/I: 75.9%). Conclusion Our efforts to optimize the educational system during this crisis have generally improved trainees’ work conditions and educational experience. Most participants believed that e-learning and virtual methods should be used alongside traditional training as a complementary component after the pandemic.https://doi.org/10.1186/s12909-023-04388-wCOVID-19Distance educationEducationMedical education |
| spellingShingle | Zahra Vahdati Hossein Nematian Amir Reza Farhoud Mohammad Naghi Tahmasebi Shahram Rahimi-Dehgolan Seyed Mohammad Javad Mortazavi Reza Shahryar Kamrani Leila Oryadi Zanjani Mohammad Reza Golbakhsh Roya Nasl Seraj Mohammad Hossein Nabian Medical education during the COVID-19 pandemic: lessons for the orthopedic departments BMC Medical Education COVID-19 Distance education Education Medical education |
| title | Medical education during the COVID-19 pandemic: lessons for the orthopedic departments |
| title_full | Medical education during the COVID-19 pandemic: lessons for the orthopedic departments |
| title_fullStr | Medical education during the COVID-19 pandemic: lessons for the orthopedic departments |
| title_full_unstemmed | Medical education during the COVID-19 pandemic: lessons for the orthopedic departments |
| title_short | Medical education during the COVID-19 pandemic: lessons for the orthopedic departments |
| title_sort | medical education during the covid 19 pandemic lessons for the orthopedic departments |
| topic | COVID-19 Distance education Education Medical education |
| url | https://doi.org/10.1186/s12909-023-04388-w |
| work_keys_str_mv | AT zahravahdati medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT hosseinnematian medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT amirrezafarhoud medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT mohammadnaghitahmasebi medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT shahramrahimidehgolan medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT seyedmohammadjavadmortazavi medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT rezashahryarkamrani medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT leilaoryadizanjani medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT mohammadrezagolbakhsh medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT royanaslseraj medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments AT mohammadhosseinnabian medicaleducationduringthecovid19pandemiclessonsfortheorthopedicdepartments |