Exploring the Role of Health Professional Students and Trainees as Members of the Health Workforce During Crises Proceedings of a Workshop (2022) / Chapter Skim
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6 External Factors
6 External Factors
Pages 41-48
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From page 41... ...
• The value of regular phone calls with stakeholders was very helpful in identifying issues and developing approaches for moving forward. (Sauers, Siegel, Spector)
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From page 42... ...
These earlier sessions laid the foundation for a discussion on external factors that decision makers need to be aware of when selecting paths for the role of learners in health systems during crises. Robert Cain, president and chief executive officer of the American Association of Colleges of Osteopathic Medicine, then framed the discussion using the decision tree as a tool (Appendix B)
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From page 43... ...
Veronica Catanese, LCME cosecretary for the Association of A merican Medical Colleges, built on those remarks saying the LCME secretariat posted guidance documents during the pandemic that emphasized the im portance of institutions taking a deliberate look at their competencies and objectives and then finding ways to meet those objectives despite the limita tions and challenges. Having clearly defined programmatic objectives and expected experiences for students proved to be a "very valuable tool" for institutions in responding to the pandemic, she noted.
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From page 44... ...
Learners as Part of the Workforce Some nursing schools, said Nancy Spector of the National Council of State Boards of Nursing (NCSBN) , asked governors to declare nursing students "essential" so they could be in the clinical environment.
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From page 45... ...
These meetings allowed FSBPT to reach a much broader group than before, which was a "real positive." Spector agreed, saying the value of regular phone calls with stakeholders was very helpful in identifying issues and developing approaches for moving forward. Sauers commented that in addition to its own stakeholders, CAATE looked to peer organizations and governmental bodies to get a sense of who was doing what in terms of clinical placements.
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From page 46... ...
Barzansky said the LCME standards allow a certain amount of flexibility in the processes schools use to meet the accreditation requirements "even in the best of times," but it was "a little bit more dramatic during COVID-19." Catanese added that LCME did not alter its expectations, but instead it opened the door to collaborate with schools on ways of meeting those expectations through new approaches. In some instances, the changes were things that the schools had been planning to make before the pandemic, and there were adaptations in LCME processes that were pushed forward by COVID-19.
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From page 47... ...
First, having a solid educational infrastructure -- meaning, a clear understanding of core required competencies or expectations -- made it easier for programs and accrediting bodies to make decisions about how to vary learners' experiences while still meeting overall educational outcomes. Second, flexibility was critical in the clinical learning environment.
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From page 48... ...
These included learner competence, learner confidence, learner safety, and protecting the needs of the public. While all had these foci, said Merrick, each group presenting today found its own way to address these challenges.
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