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Pandemics Past and Present: A Guided Inquiry Approach
Journal of Medical Education and Curricular Development Pub Date : 2020-11-27 , DOI: 10.1177/2382120520976957
Joanne M Willey 1 , Doreen M Olvet 1 , Jeffrey B Bird 1 , Judith M Brenner 1
Affiliation  

Background:

COVID-19 exposed undergraduate medical education curricular gaps in exploring historical pandemics, how to critically consume scientific literature and square it with the lay press, and how to grapple with emerging ethical issues. In addition, as medical students were dismissed from clinical environments, their capacity to build community and promote professional identity formation was compromised.

Methods:

A synchronous, online course entitled Life Cycle of a Pandemic was developed using a modified guided inquiry approach. Students met daily for 2 weeks in groups of 15 to 18 with a process facilitator. During the first week, students reported on lessons learned from past pandemics; in the second week, students discussed ethical concerns surrounding COVID-19 clinical trials, heard from physicians who provided patient care in the HIV and COVID-19 pandemics, and concluded with an opportunity for reflection. Following the course, students were asked to complete an anonymous, voluntary survey to assess their perceptions of the course.

Results:

With a response rate of 69%, an overwhelming majority of students agreed or strongly agreed that learning about historical pandemics helped them understand COVID-19 (72, 99%). The course successfully helped students understand current and potential COVID-19 management strategies as 66 (90%) agreed or strongly agreed they developed a better understanding of nonpharmacological interventions and new pharmacological treatments. Students also gained insight into the experiences of healthcare providers who cared for patients with HIV and COVID-19. Qualitative analysis of the open-ended comments yielded 5 main themes: critical appraisal of resources, responsibility of the physician, humanism, knowledge related to pandemics, and learning from history.

Conclusions:

The onset of the COVID-19 crisis illustrated curricular gaps that could be remedied by introducing the history and biology of pandemics earlier in the curriculum. It was also apparent that learners need more practice in critically reviewing literature and comparing scientific literature with lay press. The flexible format of the course promotes the development of future iterations that could cover evolving topics related to COVID-19. The course could also be repurposed for a graduate or continuing medical education audience.



中文翻译:

过去和现在的流行病:一种引导式调查方法

背景:

COVID-19 暴露了本科医学教育课程在探索历史流行病、如何批判性地消费科学文献并将其与非专业媒体相提并论以及如何应对新出现的伦理问题方面的差距。此外,随着医学生从临床环境中被解雇,他们建立社区和促进专业身份形成的能力受到损害。

方法:

使用改进的引导式查询方法开发了题为大流行生命周期的同步在线课程。学生们在 15 至 18 人的小组中每天与一名过程促进者会面,为期 2 周。在第一周,学生们报告了从过去流行病中吸取的教训;在第二周,学生们讨论了围绕 COVID-19 临床试验的伦理问题,听取了在 HIV 和 COVID-19 大流行病中提供患者护理的医生的意见,并以反思的机会结束。课程结束后,学生被要求完成一项匿名的自愿调查,以评估他们对课程的看法。

结果:

响应率为 69%,绝大多数学生同意或强烈同意了解历史流行病有助于他们了解 COVID-19 (72, 99%)。该课程成功地帮助学生了解当前和潜在的 COVID-19 管理策略,因为 66 (90%) 人同意或强烈同意他们对非药物干预和新的药物治疗有了更好的理解。学生们还深入了解了护理 HIV 和 COVID-19 患者的医疗保健提供者的经验。对开放式评论的定性分析产生了 5 个主题:对资源的批判性评估、医生的责任、人文主义、与流行病相关的知识以及从历史中学习。

结论:

COVID-19 危机的爆发说明了可以通过在课程早期引入流行病的历史和生物学来弥补的课程差距。同样明显的是,学习者需要更多的练习来批判性地审查文献并将科学文献与非专业媒体进行比较。该课程的灵活格式促进了未来迭代的发展,这些迭代可能涵盖与 COVID-19 相关的不断发展的主题。该课程也可以重新用于研究生或继续医学教育的受众。

更新日期:2021-02-02
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