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Impact of COVID-19 on post graduate medical education and training
PURPOSE: The novel Coronavirus Disease 19 (COVID-19) has had a significant impact worldwide that led to changes in healthcare. The purpose of this study was to evaluate the effect of the COVID-19 pandemic on trainee’s mental health and educational preparedness. METHODS: Trainees at the Indiana Unive...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
BioMed Central
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8595953/ https://www.ncbi.nlm.nih.gov/pubmed/34789217 http://dx.doi.org/10.1186/s12909-021-03019-6 |
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author | Enujioke, Sharon C. McBrayer, Kimberly Soe, Katherine C. Imburgia, Teresa M. Robbins, Cynthia |
author_facet | Enujioke, Sharon C. McBrayer, Kimberly Soe, Katherine C. Imburgia, Teresa M. Robbins, Cynthia |
author_sort | Enujioke, Sharon C. |
collection | PubMed |
description | PURPOSE: The novel Coronavirus Disease 19 (COVID-19) has had a significant impact worldwide that led to changes in healthcare. The purpose of this study was to evaluate the effect of the COVID-19 pandemic on trainee’s mental health and educational preparedness. METHODS: Trainees at the Indiana University School of Medicine were surveyed regarding the impact of the COVID-19 pandemic on their training. Using a Likert scale, participants were asked questions pertaining to educational preparedness, mental health, and clinical work during the pandemic. Data was analyzed using SPSS version 27. The study was approved as exempt by the Institutional review Board (IRB). RESULTS: 324 of the 1204 trainees responded to the survey. The respondents were 76% white with an equal distribution of males and females. A majority of the respondents were first year residents with an equal distribution of second, third, and fourth year residents. Twenty-three percent of respondents were in a procedural residency or fellowship program. Better perceived educational preparedness was associated with an improved home-work balance during COVID-19 (β = 0.506, p < 0.0001) and having a department that advocated/supported focus on mental health during COVID-19 (β = 0.177, p < 0.0001). Worse perceived educational preparedness was associated with being in procedural vs. non-procedural dominant training program (β = − 0.122, p = 0.01). CONCLUSION: COVID-19 has had a significant impact on the training experience of residents and fellows. Departmental support increased mental well-being and perceived education preparedness in trainees. Trainees that felt they had a better home-work life balance had better educational preparedness compared to their peers. Also, trainees in procedural programs had less educational preparedness compared to their peers in non-procedural programs. This study highlights the importance for programs to find avenues to increase educational preparedness in their trainees while being attuned to the mental health of their trainees. |
format | Online Article Text |
id | pubmed-8595953 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | BioMed Central |
record_format | MEDLINE/PubMed |
spelling | pubmed-85959532021-11-17 Impact of COVID-19 on post graduate medical education and training Enujioke, Sharon C. McBrayer, Kimberly Soe, Katherine C. Imburgia, Teresa M. Robbins, Cynthia BMC Med Educ Research PURPOSE: The novel Coronavirus Disease 19 (COVID-19) has had a significant impact worldwide that led to changes in healthcare. The purpose of this study was to evaluate the effect of the COVID-19 pandemic on trainee’s mental health and educational preparedness. METHODS: Trainees at the Indiana University School of Medicine were surveyed regarding the impact of the COVID-19 pandemic on their training. Using a Likert scale, participants were asked questions pertaining to educational preparedness, mental health, and clinical work during the pandemic. Data was analyzed using SPSS version 27. The study was approved as exempt by the Institutional review Board (IRB). RESULTS: 324 of the 1204 trainees responded to the survey. The respondents were 76% white with an equal distribution of males and females. A majority of the respondents were first year residents with an equal distribution of second, third, and fourth year residents. Twenty-three percent of respondents were in a procedural residency or fellowship program. Better perceived educational preparedness was associated with an improved home-work balance during COVID-19 (β = 0.506, p < 0.0001) and having a department that advocated/supported focus on mental health during COVID-19 (β = 0.177, p < 0.0001). Worse perceived educational preparedness was associated with being in procedural vs. non-procedural dominant training program (β = − 0.122, p = 0.01). CONCLUSION: COVID-19 has had a significant impact on the training experience of residents and fellows. Departmental support increased mental well-being and perceived education preparedness in trainees. Trainees that felt they had a better home-work life balance had better educational preparedness compared to their peers. Also, trainees in procedural programs had less educational preparedness compared to their peers in non-procedural programs. This study highlights the importance for programs to find avenues to increase educational preparedness in their trainees while being attuned to the mental health of their trainees. BioMed Central 2021-11-16 /pmc/articles/PMC8595953/ /pubmed/34789217 http://dx.doi.org/10.1186/s12909-021-03019-6 Text en © The Author(s) 2021 https://creativecommons.org/licenses/by/4.0/Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/ (https://creativecommons.org/licenses/by/4.0/) . The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/ (https://creativecommons.org/publicdomain/zero/1.0/) ) applies to the data made available in this article, unless otherwise stated in a credit line to the data. |
spellingShingle | Research Enujioke, Sharon C. McBrayer, Kimberly Soe, Katherine C. Imburgia, Teresa M. Robbins, Cynthia Impact of COVID-19 on post graduate medical education and training |
title | Impact of COVID-19 on post graduate medical education and training |
title_full | Impact of COVID-19 on post graduate medical education and training |
title_fullStr | Impact of COVID-19 on post graduate medical education and training |
title_full_unstemmed | Impact of COVID-19 on post graduate medical education and training |
title_short | Impact of COVID-19 on post graduate medical education and training |
title_sort | impact of covid-19 on post graduate medical education and training |
topic | Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8595953/ https://www.ncbi.nlm.nih.gov/pubmed/34789217 http://dx.doi.org/10.1186/s12909-021-03019-6 |
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