Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 2 Proceedings of a Workshop (2022) / Chapter Skim
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6 Building the Bridge Forward
6 Building the Bridge Forward
Pages 35-42
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From page 35... ...
They are not intended to reflect a consensus among workshop participants. In the closing session, held on May 25, 2021, forum members and workshop participants highlighted key messages and lessons learned from 35
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• The pivot to virtual learning was rapid but haphazard; lots of sharing but done haphazardly and not consistently with the necessary support and infrastructure • Regulators/accreditors are key; the pivot to telehealth/online education was rapid with inconsistent support from regulators • Vulnerable populations are more susceptible than we realized (low socio economic status elderly, minority) • Many students were forced back into precarious or chaotic home environ ments; on-campus schooling provided calm, stability, and a socially & educa tionally supportive environment • Social isolation negatively impacted the mental health of many students • Educators moved mountains to assist students but students often felt neglected; high-stakes tests were repeatedly canceled, students were pulled from clinical learning • Educators were stressed and overwhelmed at first but eventually fell into a rhythm; work and life were often conflated • The pandemic had a disproportionate impact on female faculty • Educators in the clinical learning environment were and remain challenged for engaging students SOURCE: Bondy, M
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From page 37... ...
One significant lesson learned, Bondy observed, was that systems with preexisting emergency planning, institutional support, and infrastructure in place were more easily able to pivot to online learning and telehealth. Given this recognition, now is the time to begin assessing and planning ahead for the next crisis, she said.
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From page 38... ...
While acknowledging the university culture often reinforces siloes, the nature of how universities are designed, he noted, makes them the ideal "interprofessional thinktank." Workshop 2 At the beginning of the second workshop, forum members reported on the previous day's discussions about the impact of COVID-19 on different aspects of HPE: experiential learning, testing, communication, and faculty development. Participants discussed the challenges in each of these areas, the innovations and changes that were implemented, and what opportunities were presented for improving HPE in the future.
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IMPLEMENTING THE LESSONS LEARNED This workshop series, said D'Agostino, revealed how "we have many more questions than we do answers." It is a "great place to be," he a sserted, because once the questions are identified, then health professionals can begin the process of addressing them and developing solutions. The key questions raised by the workshops include: • Where does public health fit within all health professions training?
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From page 40... ...
Recent work indicates that it can take 17 years, on average, for established evidence-based practices to become standard, accepted practice. This is an "entire generation of health care providers," said Brooks, and this slow pace and resistance to change stifles innovation and negatively impacts patient outcomes.
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Implementation science can help to alter beliefs by conveying information with speed, efficiency, and a critical eye toward its relevance to people's existing knowledge base and structures. CLOSING THOUGHTS To close out the last session of the workshop series, Talib asked for final reflections.
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