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Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
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4

Learner Considerations

Session objective: To discuss learner considerations that decision makers need to be aware of when selecting paths for the role of learners in the health system during a crisis.

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

Erin Patel, acting chief of health professions education for the Office of Academic Affiliations at the Veterans Health Administration, opened the third session of the workshop by reviewing the previous two sessions. In the first session, she said, workshop participants heard from leaders who made the difficult decision to remove learners from in-person clinical and community experiences during the COVID-19 pandemic. The second session highlighted experiences of educators and administrators who chose to keep trainees’ experiential learning in person. While some presenters represented unique areas of the health professions, such as the uniform services and the field of pathology, all the speakers provided valuable insights regarding how decisions were made during a crisis.

In this workshop session, Patel continued, the objective is to consider the role of the learner in the decision-making process from the learner’s perspective. In this session, dyads of learners and educators spoke about their experiences during COVID-19 and discussed issues that decision makers may consider when making decisions during a crisis. Patel then introduced the moderator, Jasmine L. Garland McKinney, a doctoral student from the University of North Carolina Greensboro and liaison to the student consultants.

Garland McKinney started by recognizing the 19 students who contributed to the planning of this session on exploring the role of health professional students and trainees as members of the health workforce—from the learner’s perspective. Their views were captured through presentations and discussions using the decision tree as a tool for engaging the learners and other stakeholders (see Appendix B). In this session, four learners shared their stories along with the challenges and opportunities they faced in trying to navigate a new learning environment during the COVID-19 pandemic. The learners’ copresenters were their academic partners in education or administration who offered an outside view of their learner’s work during the pandemic. Each presentation and the subsequent discussions revolved around the central question: What role did you, the learner, play during the pandemic crisis, and how did that affect your view of yourself as a health professional?

KENTUCKY COLLEGE OF OPTOMETRY

Jessica Johnson, Student

The session began with a prerecorded video of Jessica Johnson, a student at the Kentucky College of Optometry. When COVID-19 began, said Johnson, she was in Pikeville, Kentucky, finishing her first year. The school went into a “state of flux,” which meant classes were held online or in-person, depending on circumstances described in terms of learner and educator safety. When the COVID-19 vaccine became available to the

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

public in January 2021, Johnson was in her second year and was serving as the president of the student government association (SGA). The local hospital reached out to the school and requested student volunteers to help administer vaccines to the general public. Johnson described the hospital as short staffed and overworked and “in desperate need of help,” so she agreed to assist. Students were eager to help, she said, but because this was an unprecedented situation, there was no clear-cut path to follow.

As SGA president, Johnson was asked to be the liaison between the school and the hospital, and to facilitate the volunteer and training efforts. Johnson said she was honored by this responsibility, but in retrospect, it “was simply too much to ask of a full-time student.” She struggled to get information from the hospital, as “nobody really knew who was in charge or exactly what they should be doing.” Most of the available optometry students had not yet had any injection training, so Johnson had to coordinate multihour training sessions and evaluations. It was a long and complicated process, she said, and the majority of students who initially signed up dropped out. Along with the few students who completed the process, Johnson took on multiple shifts at the vaccination site, juggling this responsibility with classes, labs, clinics, and studying for boards. It is Johnson’s hope for future student volunteers that whoever leads the initiative can use the foundational outline she and her peers established so a more seamless and efficient method of training and volunteering can be developed for the program. “The health of our community truly depends on it,” she said.

UNIVERSITY OF PITTSBURGH SCHOOL OF PHARMACY

Alan Yee, Fourth-Year Pharmacy Student Melissa A. McGivney, Associate Dean for Community Partnerships

Similar to other health professions schools, the University of Pittsburgh School of Pharmacy requires a significant amount of experiential learning, said Alan Yee, a fourth-year pharmacy student. The final year of school is devoted entirely to rotation-based experiential learning in different areas, such as community and hospital pharmacy practice, as well as specialty areas such as lung transplant or outpatient oncology. The Accreditation Council for Pharmacy Education (ACPE) requires a total of 1,440 hours of advanced pharmacy practice experience in the final year of school. There are two drivers of experiential learning—the accrediting bodies ACPE and the health care system practices.

When the pandemic began, there were different and sometimes conflicting decisions made by these entities, Yee said. For example, ACPE left in place the requirements for experiential learning hours at the same time learners were pulled from in-person experiences in health care systems. Yee

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

noted how this resulted in odd discrepancies; for example, some students were expected to continue in their paid staff roles at hospitals but were prohibited from attending rotations in the same hospital. Many experiential learning opportunities were converted to a remote format. Yee commended faculty members for making “tremendous efforts” in trying to simulate rounding and other learning opportunities. However, a major limitation was not granting students remote access to electronic health records, which constrained faculty’s ability to conduct remote learning.

Despite these challenges, Yee said he was able to develop competencies by being involved in an effort to distribute the COVID-19 vaccine. This experience, in which he managed many components of a large-scale vaccine clinic, gave him confidence as a health care worker and helped him develop robust soft skills during hundreds of patient encounters. Currently, said Yee, in-person rotations have mostly resumed, but questions persist about how students who were pulled out of experiential learning compare to those who were able to complete their learning in person. Yee then handed the microphone to his copresenter, Melissa A. McGivney, associate dean for community partnerships.

While some aspects of the health care system closed down or reduced capacity during the pandemic, said McGivney, community pharmacies remained open and the demand for services increased significantly. Community pharmacies reached out to schools for help, while schools were struggling to transition learning to remote formats. “What is remarkable,” she said, “is the culture of our school to work alongside our students.” The school worked with students to determine where and how to find learning opportunities, and how pharmacy students could be involved with the pandemic response, including vaccines and new therapies. Together with more than 900 learners from across the health professions, the school was part of a mass vaccination effort that provided more than 23,000 doses of COVID-19 vaccine.

This was a powerful learning moment for students, McGivney said, many of whom were connecting in person with colleagues, other students, and faculty for the first time. The demand for pharmacy students in the workplace has continued, she said, and many students are able to work while also pursuing their education. This requires faculty to be flexible and to work with students to ensure learners are well prepared for their future employment.

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

UNIFORMED SERVICES UNIVERSITY OF THE HEALTH SCIENCES GRADUATE SCHOOL OF NURSING

Christy-Anne Mitchell, Doctor of Nurse Practice Student Laura A. Taylor, Program Director and Chair

When the pandemic began in 2020, said Christy-Anne Mitchell, doctoral nursing student, the faculty at the Uniformed Services University of the Health Sciences (USUHS) asked Mitchell and her colleagues about their previous experience in nursing before entering graduate school. Mitchell had previously worked in labor and delivery, while some of her peers had experience in the intensive care units, emergency rooms, and medical surgical units. Mitchell and her colleagues were told they were to provide backup support at a nearby military hospital, in the event hospital nurses needed to be moved elsewhere to provide care to COVID-19 patients.

Initially, Mitchell felt “fear and uncertainty” about the plan. She was unsure about her competencies, as it had been 4 years since she worked in labor and delivery, and her fears about contracting COVID-19 were very real. As the pandemic progressed, and Mitchell was not called up to assist, her feelings shifted, having spent several months in her room attending virtual lectures. Mitchell now wanted to use her skills as a qualified nurse to work alongside other health care professionals during the crisis. When she and her peers were eventually placed in their onsite clinical rotations, she began to feel more confident in herself. In fact, Mitchell said, her military training as a nurse prepared her to assist in any crisis—from mass shootings to natural disasters—having been trained in areas such as psychological first aid and trauma life support. The pandemic was a crisis, she said, but it presented an opportunity to use the training the military had provided her.

Mitchell said the pandemic presented both challenges and opportunities. There were dramatically fewer patient visits in the clinic, and therefore fewer opportunities to practice nursing skills such as gathering histories and performing physical assessments. However, this challenge was accompanied by the opportunity to move to different units and get experience and exposure to other nursing areas and skills. A second challenge was limited time and attention from preceptors who were being pulled into leadership roles or into other areas of the hospital that needed assistance. To counter this, Mitchell kept in close contact with faculty to ensure that she was meeting her learning objectives. Finally, she said, “It was difficult to find order and stability,” and easy to get “lost in the chaos as a student.” However, the school effectively used technology to establish clear lines of communication and ensure policies and changes were shared with students.

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

In sum, Mitchell described the result of these collective challenges as opportunities to develop new skills and a deeper sense of self. Lower patient loads meant more time for communicating with leadership about patient care, shadowing flight nurses gave her insights into the logistics of transporting patients, constant changes tested her ability to be flexible and adapt to new guidelines, and emotional challenges pushed her to find and use coping strategies. Overall, the pandemic increased her sense of professional confidence, and she feels ready to serve in future crises.

Mitchell’s copresenter, Laura A. Taylor, program director at USUHS, described her students as “service driven, mission driven.” As Taylor and her unit director, Heather Johnson, noted in an earlier workshop (see Chapter 3), the school has to produce nurses within a certain time frame. Taylor described the students as reflective and responsive to the need for educational progression during a time of major shifts. One “amazing opportunity” that came out of the pandemic was a sense of their need for continuous wellness. Both students and faculty increased their attention to the issue of their own wellness during the pandemic, and supported one another in their journey. This “spirit of engagement and togetherness” at the school continues to this day, said Taylor.

UNIVERSITY OF MICHIGAN MEDICAL SCHOOL

Yoni Siden, Dual Doctor of Medicine and Masters of Public Policy Candidate (2022) Maya Hammoud, Professor of Obstetrics and Gynecology and Learning Health Sciences and Chief of the Division of Women’s Health

In March 2020, hospital leaders were deciding whether and how to shift some types of care into a virtual setting, said Maya Hammoud in her opening remarks. While some types of elective care could easily be delayed, “We really can’t stop OB patients from having babies,” she said. OB patients continued to need prenatal care, but the hospital was dealing with burnout, redeployment of staff to other areas, and limited resources. There were new risks for in-person care, and escalating patient anxiety and needs. At the same time, students were unable to meet their educational competencies and had a strong desire to care for patients during this time of crisis. These dual challenges (Figure 4-1) led to the idea of having students help manage the shift to telehealth for OB patients. “I know how capable students are, and I know they really wanted to care for patients” during the pandemic, she said.

Hammoud described the new care model for prenatal care. This model reduced the number of in-person visits to five by clustering care around necessary exams, labs, and imaging. Patients were provided additional support through telemedicine or telephone visits, as well as remote monitoring

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
Image
FIGURE 4-1 Dual challenges during the pandemic.
SOURCE: Siden and Hammoud presentation, November 5, 2021.

for blood pressure, fetal heart tones, and weight. Strict precautions were used when in-person contact was necessary. Students were charged with calling patients and explaining this new model of care.

Hammoud underscored how students immediately noticed the anxiety in patients, saying, “We need to do more than what we’re already doing.” Patients were feeling isolated and needed more guidance and social support. From Hammound’s perspective, students became cocreators of the effort to educate and support patients, saying, “Without these students, we would not be where we are today.” Students took on leadership roles in identifying needs and creating programs to help patients, including the Stay Home Stay Connected program, which continues today.

Hammoud then handed the microphone to Siden who described the students’ role in the transition to telehealth for prenatal care where 55 medical students called over 1,000 patients on the phone in 10 days. There were three goals of these calls:

  1. Provide reassurance during the early days of the pandemic.
  2. Explain the virtual prenatal care model.
  3. Give support during a stressful time.

Students took leadership roles during the calls by referring patients to support groups such as Stay at Home, Stay Connected; by connecting

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

patients to financial assistance programs; and by referring patients to social workers when necessary.

At the end of this process, students were surveyed about their experience and lessons learned. Findings indicated increased confidence in six core competencies: information gathering, test interpretation, documentation, patient handoff, interprofessional collaboration, and identification of system failures. Of note is students reported finding opportunities for meaningful leadership in a variety of areas, including systems logistics and organization, collaborative problem solving, development of patient education, and peer supervision. Beyond these specific competencies and leadership opportunities, said Siden, students also spoke about how the experience had furthered their professional development and offered them a sense of “self” as a health professional.

One student commented on patients’ reflections of their outreach efforts saying, “We have a responsibility to maintain the humanity that underlies our care.” Another student wrote that patients’ expressions of gratitude “made me realize how impactful human interaction can be,” adding, “I hope to carry this value of human connection forward with me in my practice as an OB/GYN.”

In addition to gaining competencies and insights during this experience, the students also meaningfully contributed to the system and the patients, Siden said. Students brought their unique backgrounds in diverse areas such as business, public health, social work, and cultural competency, and they had time to spend with patients when the health care system was at capacity. Furthermore, students brought a commitment to patient advocacy and a drive to develop novel solutions.

Siden then identified enablers of project success, as well as the challenges he and his peers needed to overcome. The enablers included a preexisting culture of student–faculty partnership and respect, an integrated medical school and hospital system administration, and educational and patient care leaders who were mission oriented. Challenges to success included limited faculty bandwidth for teaching and mentorship, variation in the clinical knowledge and skills of the students, and the enormous time commitment that was required for the project. Siden himself worked up to 12 hours a day, with few or no days off.

In short, he said, this project “changed my life and my career trajectory.” Siden described feeling incredibly proud of the work he and his peers accomplished, and how this project allowed them to feel fully integrated into the OB/GYN department. This transformative experience could only happen, Siden said, because learners were recognized as being valuable members of the team. Hammoud further commented on the project saying it is an example of the value learners can bring to the health system. While this specific project only came about because of a crisis, she said, it

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

is critical to always be cognizant of ways learners can contribute to health care and to patient care.

LEARNER PERSPECTIVES ON RISKS AND BENEFITS

After the learner–educator dyads spoke about their experiences, workshop participants divided into three breakout groups to discuss the risks and benefits of three different approaches during a crisis: removing all learners from the health system, removing some learners from the health system, or keeping learners in the health system. Participants in each group considered the risks and benefits from the learners’ perspective, and ways in which risks might be mitigated and benefits used to their maximum potential. Following the breakout sessions, participants returned to the larger group to share their thoughts on critical considerations for decision makers to recognize during a crisis, from the learner’s perspective.

Removing All Learners

Esha Mehta, George Washington University, fourth-year doctor of medicine and master of public health candidate, summarized his and other participants’ thoughts, which considered the risks and benefits of removing all learners from the health system during a crisis. He described a number of risks of removing learners:

  • Disruption of core curriculum and building of competencies,
  • Effect on learner confidence,
  • Delay in graduation and downstream effect on workforce,
  • Effect on mental health and feelings of isolation and helplessness, and
  • Loss of opportunity to learn in a unique crisis situation.

The group participants also discussed ways to mitigate these risks, said Mehta. These included adjusting core competencies in a way that is appropriate for the crisis situation and tailoring educational and experiential approaches according to the risk profile of individual learners, such as removing those who are at higher risk of infection and providing extra support to those who have a higher risk of mental health issues or difficulty with remote learning. The major benefit of removing learners from the health system, said Mehta, is protecting their health and safety, and potentially the health of the general public.

Another benefit that group participants identified stemmed from removing learners from in-person care delivery, she said. The opportunity exposed students to using and learning new methods of care delivery, such

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

as telehealth, and allowed learners to participate in crisis management through new health delivery systems. These experiences that learners have during a crisis—even if not in person—can be incorporated into future learning methods to adapt and improve health care, said Mehta.

Removing Some Learners

Jeremiah McGuire, University of Oklahoma, graduate dietetics student, presented thoughts discussed by the second group of participants, exploring the risks and benefits of removing some learners from the health system during a crisis. One major risk to removing learners is creating gaps in experiential learning and competencies. If some learners are removed but not others, said McGuire, it is critical to accurately measure competencies, identify gaps, and create opportunities for learners to fill these gaps. McGuire also noted it would be important to consider how decisions are made to remove certain learners, whether learners have input into the decision, and whether the decision is equitable. Finally, learners come to health professions education with a variety of backgrounds, experiences, and skills.

Removing some learners from the system may send the message that these potential contributions are not valued. Conversely, keeping learners in the system has risks as well, including physical and mental health risks, and the risk of short- and long-term burnout. While students largely do want to contribute, he said, serving for too long without adequate support can lead to burnout.

Group participants explored a number of benefits to removing some learners from the health system, particularly if learners were able to rotate in and out of the system. Giving learners the opportunity to choose whether and when to serve during a crisis can contribute to learner autonomy and confidence, and potentially lower the risk of burnout, he said. Furthermore, having some students in and some students out of the system allows students to feel engaged and useful during a crisis, while reducing the risk of overwork.

Learners who are able to rotate between in-person and other types of experiences may have the opportunity to develop competencies in direct patient care as well as other aspects of health care and public health. This breadth of experience, said McGuire, may give learners a better grasp of the health care system as a whole, rather than exposure to just a narrow slice of their specific area of practice. Joanne Michelle Ocampo, Columbia University, third-year doctor of public health candidate, added that exposing learners to the wider view of public health crisis response can be beneficial, both for the learners as individuals and as the future workforce who may need to respond to future crises.

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

Not Removing Any Learners

The third breakout group of participants, which considered the risks and benefits of keeping learners in the system, discussed a long list of risks, said Isa Prude, NOVA Southeastern University, College of Optometry, class of 2024. These included physical risks to learners, the lack of systems in place to protect learners, public health risk, stress to both students and those who are responsible for them, and the lack of control and communication in a crisis situation. Prude identified two risks as most important for decision makers to consider. First, how will the system guarantee the safety, success, and security of students during a crisis? Second, how will the system deal with learners who do not want to remain, and are there risks of them being punished or treated differently for doing so? To mitigate risks, Prude suggested that a system be created that allows students to volunteer for service or opt out, without penalty or comparison between students. Alternative experiences could be developed that would provide opportunities to learn and be involved for those students who choose not to remain in person.

While there are many risks of remaining in the system, said Prude, there are also many benefits. A major benefit is the opportunity for students to gain new experiences and competencies that they may not otherwise have. There are potential benefits to the system of learners providing value, improving access to care, and serving the community. Involvement in crisis care may also help learners develop their professional sense of identity, give them a sense of responsibility and community, improve their confidence and adaptability, and give them exposure to complex scenarios they might confront in the future. Finally, said Prude, keeping learners in the system allows for a continuous flow of the workforce and prevents downstream gaps. To best use these benefits, Prude said that competencies that are created during the crisis time should be measured and quantified, and the skills learners gain should be counted and awarded.

Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×

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Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
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Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
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Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
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Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
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Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
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Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
Page 26
Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
Page 27
Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
Page 28
Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
Page 29
Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
Page 30
Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
Page 31
Suggested Citation:"4 Learner Considerations." National Academies of Sciences, Engineering, and Medicine. 2022. Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises: Proceedings of a Workshop. Washington, DC: The National Academies Press. doi: 10.17226/26695.
×
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The onset of COVID-19 pandemic and inundation of the U.S. health care system emphasized infrastructural and health professional education vulnerabilities. A planning committee of the National Academies of Sciences, Engineering, and Medicine Global Forum on Innovation in Health Professional Education conducted a series of public workshops in the fall of 2021 to explore whether students and trainees should be viewed as members of the health workforce, particular in times of emergency as was experienced during the COVID-19 public health crisis. The planning committee gathered educators, students, administrators, and health professionals to share ideas, experiences, and data to strategize expansion of learning opportunities for medical trainees and enhancement of medical preparedness to unforeseen crises without compromising the quality of patient care. The workshops explored issues such as identifying evidence on value-added roles for students to serve in the delivery of care and in a public health capacity, and balancing the role of learners as consumers (tuition payers) and not licensed providers versus members of the health workforce. This Proceedings highlights presentations and discussions from the workshop.

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