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Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond
The COVID-19 pandemic has accelerated the demand for virtual healthcare delivery and highlighted the scarcity of telehealth medical student curricula, particularly tele-critical care. In partnership with the Penn E-lert program and the Department of Anesthesiology and Critical Care, the Perelman Sch...
Autores principales: | , , , , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
MDPI
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7829880/ https://www.ncbi.nlm.nih.gov/pubmed/33466781 http://dx.doi.org/10.3390/healthcare9010073 |
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author | Ho, Joshua Susser, Philip Christian, Cindy DeLisser, Horace Scott, Michael J. Pauls, Lynn A. Huffenberger, Ann M. Hanson, C. William Chandler, John M. Fleisher, Lee A. Laudanski, Krzysztof |
author_facet | Ho, Joshua Susser, Philip Christian, Cindy DeLisser, Horace Scott, Michael J. Pauls, Lynn A. Huffenberger, Ann M. Hanson, C. William Chandler, John M. Fleisher, Lee A. Laudanski, Krzysztof |
author_sort | Ho, Joshua |
collection | PubMed |
description | The COVID-19 pandemic has accelerated the demand for virtual healthcare delivery and highlighted the scarcity of telehealth medical student curricula, particularly tele-critical care. In partnership with the Penn E-lert program and the Department of Anesthesiology and Critical Care, the Perelman School of Medicine (PSOM) established a tele-ICU rotation to support the care of patients diagnosed with COVID-19 in the Intensive Care Unit (ICU). The four-week course had seven elements: (1) 60 h of clinical engagement; (2) multiple-choice pretest; (3) faculty-supervised, student-led case and topic presentations; (4) faculty-led debriefing sessions; (5) evidence-based-medicine discussion forum; (6) multiple-choice post-test; and (7) final reflection. Five third- and fourth-year medical students completed 300 h of supervised clinical engagement, following 16 patients over three weeks and documenting 70 clinical interventions. Knowledge of critical care and telehealth was demonstrated through improvement between pre-test and post-test scores. Professional development was demonstrated through post-course preceptor and learner feedback. This tele-ICU rotation allowed students to gain telemedicine exposure and participate in the care of COVID patients in a safe environment. |
format | Online Article Text |
id | pubmed-7829880 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | MDPI |
record_format | MEDLINE/PubMed |
spelling | pubmed-78298802021-01-26 Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond Ho, Joshua Susser, Philip Christian, Cindy DeLisser, Horace Scott, Michael J. Pauls, Lynn A. Huffenberger, Ann M. Hanson, C. William Chandler, John M. Fleisher, Lee A. Laudanski, Krzysztof Healthcare (Basel) Article The COVID-19 pandemic has accelerated the demand for virtual healthcare delivery and highlighted the scarcity of telehealth medical student curricula, particularly tele-critical care. In partnership with the Penn E-lert program and the Department of Anesthesiology and Critical Care, the Perelman School of Medicine (PSOM) established a tele-ICU rotation to support the care of patients diagnosed with COVID-19 in the Intensive Care Unit (ICU). The four-week course had seven elements: (1) 60 h of clinical engagement; (2) multiple-choice pretest; (3) faculty-supervised, student-led case and topic presentations; (4) faculty-led debriefing sessions; (5) evidence-based-medicine discussion forum; (6) multiple-choice post-test; and (7) final reflection. Five third- and fourth-year medical students completed 300 h of supervised clinical engagement, following 16 patients over three weeks and documenting 70 clinical interventions. Knowledge of critical care and telehealth was demonstrated through improvement between pre-test and post-test scores. Professional development was demonstrated through post-course preceptor and learner feedback. This tele-ICU rotation allowed students to gain telemedicine exposure and participate in the care of COVID patients in a safe environment. MDPI 2021-01-14 /pmc/articles/PMC7829880/ /pubmed/33466781 http://dx.doi.org/10.3390/healthcare9010073 Text en © 2021 by the authors. Licensee MDPI, Basel, Switzerland. This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (http://creativecommons.org/licenses/by/4.0/). |
spellingShingle | Article Ho, Joshua Susser, Philip Christian, Cindy DeLisser, Horace Scott, Michael J. Pauls, Lynn A. Huffenberger, Ann M. Hanson, C. William Chandler, John M. Fleisher, Lee A. Laudanski, Krzysztof Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond |
title | Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond |
title_full | Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond |
title_fullStr | Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond |
title_full_unstemmed | Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond |
title_short | Developing the eMedical Student (eMS)—A Pilot Project Integrating Medical Students into the Tele-ICU during the COVID-19 Pandemic and beyond |
title_sort | developing the emedical student (ems)—a pilot project integrating medical students into the tele-icu during the covid-19 pandemic and beyond |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7829880/ https://www.ncbi.nlm.nih.gov/pubmed/33466781 http://dx.doi.org/10.3390/healthcare9010073 |
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