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4 Learner Considerations
Pages 21-32

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From page 21...
... • Students' role in the transition to telehealth for prenatal care where 55 medical students called more than 1,000 patients on the phone in 10 days. (Siden)
From page 22...
... 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.
From page 23...
... 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.
From page 24...
... 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.
From page 25...
... 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.
From page 26...
... 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.
From page 27...
... 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.
From page 28...
... 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.
From page 29...
... 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.
From page 30...
... 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 Uni versity, 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.
From page 31...
... 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.


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