The coronavirus disease 2019 (COVID-19) pandemic has caused significant disruption to undergraduate medical education (UME) Although the immediate scheduling challenges are being addressed, there has been less discourse regarding how this pandemic will impact medical students in their preparation for and application to residency programs While some historical disasters and pandemics provide a loose precedent for UME response during COVID-19, the impact of the current pandemic has surpassed any other events COVID-19 will likely impact UME in the suspension of clinical rotations, alterations in grading, suspension or elimination of away rotations, changes in medical licensing exams, and ramifications on mental health This review assesses governing medical bodies' recommendations regarding UME during the COVID-19 pandemic and how this may impact preparation for residency In particular, residency programs will likely have to create new guidelines for assessing applicants during this unique cycle

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COVID-19 Implications on Clinical Clerkships and the Residency Application Process for Medical Students

The learning environment (LE) is an important and frequently discussed topic in the health professions education literature. However, there is considerable inconsistency in how the LE is defined and described. The authors propose a definition of the LE and a conceptual framework to facilitate health professions educators in understanding, studying, and designing interventions to improve the LE. To arrive at this conceptual framework, the authors employed a living systems perspective that draws on various frameworks and theories, including ecological psychology, workplace learning, situated cognition, and sociomateriality theory. The conceptual framework identifies five overlapping and interactive core components that form two dimensions: the psychosocial dimension and material dimension. The psychosocial dimension comprises three components: the personal, social, and organizational. Intertwined with the psychosocial dimension at each level is the material dimension, which encompasses physical and virtual spaces. This theoretical lens can facilitate identifying and analyzing problems in the LE and guide development of interventions to mitigate them. The authors conclude with several practical suggestions for health professions educators, investigators, and editors.

Conceptualizing Learning Environments in the Health Professions

During the early stages of an influenza pandemic, a pandemic vaccine likely will not be available. Therefore, interventions to mitigate pandemic influenza transmission in communities will be an important component of the response to a pandemic. Public-housing residents, single-parent families, and low-income populations may have difficulty complying with community-wide interventions. To enable compliance with community interventions, stakeholders recommended the following: (1) community mobilization and partnerships, (2) culturally specific emergency communications planning, (3) culturally specific education and training programs, (4) evidence-based measurement and evaluation efforts, (5) strategic planning policies, (6) inclusion of community members as partners, and (7) policy and program changes to minimize morbidity and mortality.

Pandemic influenza preparedness and response among public-housing residents, single-parent families, and low-income populations.

THE MOST COSTLY NATIONAL DISASTER IN US HISTORY occurred on August 29, 2005, when Hurricane Katrina ravaged the Mississippi and Louisiana Gulf coasts, and the ensuing breaches in the New Orleans levee system resulted in flooding of approximately 80% of the city. The survival of Tulane University School of Medicine and Louisiana State University School of Medicine at New Orleans (LSU), both located in downtown New Orleans, was severely jeopardized as every major educational and teaching facility flooded following the storm, closing both undergraduate and graduate medical training programs. However, both schools quickly moved their educational programs to new locations and reestablished training for students and residents 1 month later. Tulane and LSU have now returned their educational programs to New Orleans despite faculty losses, closure of some traditional training hospitals, and a diminished population of greater New Orleans. The ability of both schools to survive and thrive has significant long-term implications for the delivery of health care in the region and the ability to train future physicians for the state of Louisiana. Tulane and LSU are situated almost adjacent to each other in downtown New Orleans, but because of the differences in the private and public nature of the 2 schools, the impact of Katrina and the solutions to recovery differed. The effects of Katrina on the educational programs of both schools are summarized in the TABLE. Immediately following Katrina, Tulane moved its medical student programs to Houston, Texas, using facilities at Baylor College of Medicine while LSU moved its preclinical classes to LSU’s Pennington Biomedical Research Center near the main campus in Baton Rouge, Louisiana. Both schools resumed classes within 4 weeks. Communication was one of the earliest challenges. For 6 weeks, Tulane’s electronic communications were unavailable, so students telephoned school administrators and provided notification of a student-created listserv. Baylor College of Medicine subsequently provided a Web site for Tulane to use to disseminate information. LSU installed a new data center with preexisting backup tapes. Housing was another immediate concern. Tulane used an online housing registration system created by Baylor College of Medicine, primarily with housing donated from the Houston community. In Baton Rouge, many LSU students were able to make living arrangements, but others had no access to affordable housing. With support from the Federal Emergency Management Agency, a Baltic ferry at the Port of Baton Rouge served as home to hundreds of LSU students, residents, staff, and faculty. The emotional and financial toll had a significant effect on all students, but none experienced significant physical harm. Tulane students received mental health support from Baylor College of Medicine mental health personnel, while LSU provided counseling to its students and residents, prioritizing those who remained in hospitals during the evacuation. The DeBakey Foundation, private donors, and students from other medical schools provided more than $200 000 to Tulane students for property losses. Even so, financial losses were a factor in the transfer of 7 students. Similarly, the LSU Alumni Association established an emergency fund to help students and residents with major financial losses. Despite these issues, retention of students was excellent at both schools (Table). Maintaining the admissions process was also challenging. For the first academic year following Katrina, Tulane had no change in applicant numbers and continued its medical school application process by interviewing applicants in Houston. The class of 2010 represented 32 states; however, Louisiana matriculants increased from 28% to 36%. At LSU, application records were lost in New Orleans and the process had to be restarted with an extended deadline; however, the size of the applicant pool, all of whom were Louisiana residents, did not change. There was no change in the quality of incoming matriculants at either school based on mean scores of Medical College Admission Tests and grade point averages (Table). Both schools quickly resumed medical student education without compromising quality. Student performance,

Medical education in post-Katrina New Orleans: a story of survival and renewal.

Introduction During the COVID-19 pandemic, third-year medical students were temporarily unable to participate in onsite clinical activities. We identified the curricular components of an internal m...

https://www.mededportal.org/doi/pdf/10.15766/mep_2374-8265.11106

Designing and Implementing a Novel Virtual Rounds Curriculum for Medical Students' Internal Medicine Clerkship During the COVID-19 Pandemic.

Hurricane Katrina was one of the greatest natural disasters to ever strike the United States. Tulane University School of Medicine, located in downtown New Orleans, and its three major teaching hospitals were flooded in the aftermath of the storm and forced to close. Faculty, students, residents, and staff evacuated to locations throughout the country. All critical infrastructure that normally maintained the school, including information technology, network communication servers, registration systems, and e-mail, became nonoperational. However, on the basis of experiences learned when Tropical Storm Allison flooded the Texas Medical Center in 2001, Baylor College of Medicine, University of Texas-Houston, University of Texas Medical Branch in Galveston, and Texas AM backing up technology, communication, financial, registration, and credentialing systems; and establishing partnership with other institutions and leaders. Language: en

Surviving Hurricane Katrina: reconstructing the educational enterprise of Tulane University School of Medicine.

Rebuilding institutional programs in the aftermath of Hurricane Katrina : The tulane experience

https://www.cghjournal.org/article/S1542-3565(12)00644-1/pdf

Ian L. Taylor

Papers

Surviving Hurricane Katrina: reconstructing the educational enterprise of Tulane University School of Medicine.

Rebuilding institutional programs in the aftermath of Hurricane Katrina : The tulane experience

The Affordable Care Act and Academic Medical Centers

Impact of health care reform on academic medical centers.