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COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning
The coronavirus disease-2019 (COVID-19) pandemic has had an unprecedented impact leading to novel adaptations in post-graduate medical education for cardiovascular and general internal medicine. Whilst the results of initial community COVID-19 vaccination are awaited, continuation of multimodality t...
Autores principales: | , , , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
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Frontiers Media S.A.
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8283504/ https://www.ncbi.nlm.nih.gov/pubmed/34277728 http://dx.doi.org/10.3389/fcvm.2021.666119 |
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author | Chong, Jun Hua Chahal, C. Anwar A. Gupta, Ajay Ricci, Fabrizio Westwood, Mark Pugliese, Francesca Petersen, Steffen E. Khanji, Mohammed Y. |
author_facet | Chong, Jun Hua Chahal, C. Anwar A. Gupta, Ajay Ricci, Fabrizio Westwood, Mark Pugliese, Francesca Petersen, Steffen E. Khanji, Mohammed Y. |
author_sort | Chong, Jun Hua |
collection | PubMed |
description | The coronavirus disease-2019 (COVID-19) pandemic has had an unprecedented impact leading to novel adaptations in post-graduate medical education for cardiovascular and general internal medicine. Whilst the results of initial community COVID-19 vaccination are awaited, continuation of multimodality teaching and training that incorporates telelearning will have enduring benefit to post-graduate education and will place educational establishments in good stead to nimbly respond in future pandemic-related public health emergencies. With the rise in innovative virtual learning solutions, medical educators will have to leverage technology to develop electronic educational materials and virtual courses that facilitate adult learning. Technology-enabled virtual learning is thus a timely progression of hybrid classroom initiatives that are already adopted to varying degrees, with a need for faculty to serve as subject matter experts, to host and moderate online discussions, and to provide feedback and overall mentorship. As an extension from existing efforts, simulation-based teaching (SBT) and learning and the use of mixed reality technology should also form a greater core in the cardiovascular medicine curriculum. We highlight five foundational themes for building a successful e-learning model in cardiovascular and general post-graduate medical training: (1) digital solutions and associated infrastructure; (2) equity in access; (3) participant engagement; (4) diversity and inclusion; and (5) patient confidentiality and governance framework. With digitalisation impacting our everyday lives and now how we teach and train in medicine, these five guiding principles provide a cognitive scaffold for careful consideration of the required ecosystem in which cardiovascular and general post-graduate medical education can effectively operate. With due consideration of various e-learning options and associated infrastructure needs; and adoption of strategies for participant engagement under sound and just governance, virtual training in medicine can be effective, inclusive and equitable through the COVID-19 era and beyond. |
format | Online Article Text |
id | pubmed-8283504 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Frontiers Media S.A. |
record_format | MEDLINE/PubMed |
spelling | pubmed-82835042021-07-17 COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning Chong, Jun Hua Chahal, C. Anwar A. Gupta, Ajay Ricci, Fabrizio Westwood, Mark Pugliese, Francesca Petersen, Steffen E. Khanji, Mohammed Y. Front Cardiovasc Med Cardiovascular Medicine The coronavirus disease-2019 (COVID-19) pandemic has had an unprecedented impact leading to novel adaptations in post-graduate medical education for cardiovascular and general internal medicine. Whilst the results of initial community COVID-19 vaccination are awaited, continuation of multimodality teaching and training that incorporates telelearning will have enduring benefit to post-graduate education and will place educational establishments in good stead to nimbly respond in future pandemic-related public health emergencies. With the rise in innovative virtual learning solutions, medical educators will have to leverage technology to develop electronic educational materials and virtual courses that facilitate adult learning. Technology-enabled virtual learning is thus a timely progression of hybrid classroom initiatives that are already adopted to varying degrees, with a need for faculty to serve as subject matter experts, to host and moderate online discussions, and to provide feedback and overall mentorship. As an extension from existing efforts, simulation-based teaching (SBT) and learning and the use of mixed reality technology should also form a greater core in the cardiovascular medicine curriculum. We highlight five foundational themes for building a successful e-learning model in cardiovascular and general post-graduate medical training: (1) digital solutions and associated infrastructure; (2) equity in access; (3) participant engagement; (4) diversity and inclusion; and (5) patient confidentiality and governance framework. With digitalisation impacting our everyday lives and now how we teach and train in medicine, these five guiding principles provide a cognitive scaffold for careful consideration of the required ecosystem in which cardiovascular and general post-graduate medical education can effectively operate. With due consideration of various e-learning options and associated infrastructure needs; and adoption of strategies for participant engagement under sound and just governance, virtual training in medicine can be effective, inclusive and equitable through the COVID-19 era and beyond. Frontiers Media S.A. 2021-07-02 /pmc/articles/PMC8283504/ /pubmed/34277728 http://dx.doi.org/10.3389/fcvm.2021.666119 Text en Copyright © 2021 Chong, Chahal, Gupta, Ricci, Westwood, Pugliese, Petersen and Khanji. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms. |
spellingShingle | Cardiovascular Medicine Chong, Jun Hua Chahal, C. Anwar A. Gupta, Ajay Ricci, Fabrizio Westwood, Mark Pugliese, Francesca Petersen, Steffen E. Khanji, Mohammed Y. COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning |
title | COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning |
title_full | COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning |
title_fullStr | COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning |
title_full_unstemmed | COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning |
title_short | COVID-19 and the Digitalisation of Cardiovascular Training and Education—A Review of Guiding Themes for Equitable and Effective Post-graduate Telelearning |
title_sort | covid-19 and the digitalisation of cardiovascular training and education—a review of guiding themes for equitable and effective post-graduate telelearning |
topic | Cardiovascular Medicine |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8283504/ https://www.ncbi.nlm.nih.gov/pubmed/34277728 http://dx.doi.org/10.3389/fcvm.2021.666119 |
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