Image-Guided Surgical e-Learning in the Post-COVID-19 Pandemic Era: What Is Next?
10 Sep 2020-Journal of Laparoendoscopic & Advanced Surgical Techniques (Mary Ann Liebert, Inc., publishers 140 Huguenot Street, 3rd Floor New Rochelle, NY 10801 USA)-Vol. 30, Iss: 9, pp 993-997
TL;DR: Several e-resources are currently available in the surgical scenario; however, further efforts to enhance the current system are required by accelerating the creation of new learning solutions to optimize complex surgical education needs in the current disrupted environment.
Abstract: The current unprecedented coronavirus 2019 (COVID-19) crisis has accelerated and enhanced e-learning solutions During the so-called transition phase, efforts were made to reorganize surgical services, reschedule elective surgical procedures, surgical research, academic education, and careers to optimize results The intention to switch to e-learning medical education is not a new concern However, the current crisis triggered an alarm to accelerate the transition Efforts to consider e-learning as a teaching and training method for medical education have proven to be efficient For image-guided therapies, the challenge requires more effort since surgical skills training is combined with image interpretation training, thus the challenge is to cover quality educational content with a balanced combination of blended courses (online/onsite) Several e-resources are currently available in the surgical scenario; however, further efforts to enhance the current system are required by accelerating the creation of new learning solutions to optimize complex surgical education needs in the current disrupted environment
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TL;DR: This paper explores antifragility principles and their possible practical applicability to the surgical system in the aftermath of the COVID-19 crisis.
Abstract: The recent literature has highlighted the needs for surgical systems to develop antifragile strategies in recovering from the COVID-19 crisis. Building on crisis management theory, our paper explores antifragility principles and their possible practical applicability to the surgical system.
56 citations
Cites background from "Image-Guided Surgical e-Learning in..."
...New paradigms in surgical and emergency education could be rethought, even using online and e-sources.(15) Despite the higher management costs, barbell strategies proved to be the winning choice in times of crisis....
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TL;DR: The research identifies areas of relevance which are currently underdeveloped, provides insights on both theoretical and empirical developments and offers a critique of the approaches, research frameworks and methods used, as well as emerging trends in these domains.
Abstract: Knowledge translation can be understood as the ability to translate concepts between different contexts by stakeholders who have different skills, aims, and even feelings in their relation to such concepts. Knowledge translation tools allow for the effective transfer of existing knowledge as well as the emergence of new knowledge of value to some or all of the stakeholders involved in the process. Knowledge translation is particularly challenging in healthcare and medicine, where different practitioners (e.g. physicians, biologists, engineers, researchers) and professionals need methodologies and tools to communicate and share knowledge among them and with patients in an effective manner. To better understand this phenomenon, we conducted a Structured Literature Review (SLR). The concepts knowledge, translation and either healthcare or medicine were used as search terms in the title, abstract or keywords on Scopus, which highlighted more than 2,000 contributions in the medical literature and only 22 in Business and Management. Our review of these documents revealed a need in the healthcare sector for better managerial and organisational practices to cope with the various challenges related to the sharing of knowledge among stakeholders. At the same time, the business and management communities appear to have made significant progress in addressing the same issues. We therefore decided to concentrate our analysis on the works published by the business and management community as a mean to highlight future research directions for the healthcare management sector. Thus, our research identifies areas of relevance which are currently underdeveloped, provides insights on both theoretical and empirical developments and offers a critique of the approaches, research frameworks and methods used, as well as emerging trends in these domains. Despite a lack of an agreed definition of the term Knowledge Translation, our findings highlight a growing interest in the topic, with most of the contributions published after 2015. Scholars have approached the term from a variety of perspectives depending on the nature of the stakeholders of relevance to their studies. Whilst there does not seem to be a predominant framework, the literature reveals several tools and techniques that are effective in enhancing Knowledge Translation in different contexts. New research opportunities in this domain emerge in terms of underinvestigated areas within the healthcare sector.
48 citations
Cites background from "Image-Guided Surgical e-Learning in..."
...Medical doctors and clinical staff require new skills and training methods (Garcia Vazquez et al., 2020), and blended curricula are leading to new professional figures, like technical physicians (Groenier, Pieters, and Miedema, 2017)....
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TL;DR: In this paper, the authors identified the critical factors that affected the use of e-learning by university students during the COVID-19 pandemic, and explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn.
Abstract: In order to enable online learning to continue developing when the COVID-19 pandemic passes, this study aimed to identify the critical factors that affected the use of e-learning by university students during the pandemic. These critical factors will help to increase the efficiency of future development and deployment of online learning systems. Through a literature review, this study employed the technology acceptance model, social support, and task–technology fit as the theoretical basis to establish the framework of the online learning environment with regards to the technology acceptance model in the context of emergency management. A questionnaire survey was administered to students in universities that had implemented online teaching during the pandemic, and 552 valid responses were collected. The survey explored the factors affecting the willingness of higher education institution students to continue using online learning, and the following conclusions were drawn. (1) The easier an online learning platform was to navigate, the better it was perceived by the students, and thus the students were more willing to use it. (2) Ease of use and usefulness were associated with the teachers’ choice of platform and their ability to achieve a satisfactory fit between the course design and platform navigation, which thereby affected the students’ learning outcomes and attitude towards use. (3) The positive attitude of teachers towards teaching increased the students’ perceived ease of use of online learning. (4) During the pandemic, family support—a major support for teachers in online teaching—enhanced teachers’ attitudes towards, and willingness to provide, online teaching. A high level of support showed that the parents urged the students to learn and complete online learning tasks as instructed by the teachers, implying that family support could affect the students’ habits towards, adaptation to, and identification of online learning. The study results provide insights into the factors affecting the willingness of teachers and students to continue using e-learning platforms.
43 citations
TL;DR: Practical and creative recommendations for the continuity of students’ and residents’ medical and surgical training and teaching include virtual educational curricula, skills development classes, video-based feedback and simulation in the specialty field of surgical oncology.
Abstract: The COVID-19 pandemic has tremendously changed private and professional interactions and behaviors worldwide. The effects of this pandemic and the actions taken have changed our healthcare systems, which consequently has affected medical education and surgical training. In the face of constant disruptions of surgical education and training during this pandemic outbreak, structured and innovative concepts and adapted educational curricula are important to ensure a high quality of medical treatment. While efforts were undertaken to prevent viral spreading, it is important to analyze and assess the effects of this crisis on medical education, surgical training and teaching at large and certainly in the field of surgical oncology. Against this background, in this paper we introduce practical and creative recommendations for the continuity of students' and residents' medical and surgical training and teaching. This includes virtual educational curricula, skills development classes, video-based feedback and simulation in the specialty field of surgical oncology. In conclusion, the effects of COVID 19 on Surgical Training and Teaching, certainly in the field of Surgical Oncology, are challenging.
31 citations
TL;DR: In this article, the authors evaluated each of these initiatives commenced by central and state governments and presented a detailed analysis of most of the relevant initiatives, including Diksha, Swayam Prabha Channel, Shiksha Van, E-Pathshala, and National Repository of Open Educational Resources (NROER).
Abstract: Recently, the whole world has faced the deadliest and dangerous consequences due to the transmission of infectious novel coronavirus (nCov). With the outbreak of COVID-19, the education learners, practitioners, and other stakeholders were at the sake of a loss, as it causes the suspension of physical classes and physical interaction of the learners. In these circumstances, Electronic learning (E-learning), Online learning, and the use of Information and Communications Technology (ICT) tools came in handy. It helped the learners in the dissemination of ideas, conducting online classes, making online discussion forums, and taking online examinations. Like the government of each country, the Indian government was also caught off-guard but the existing E-learning infrastructure was able to leverage on while devising plans to tailor them to new situations and launching new ones. The initiatives at the forefront of this noble battle launched by the Department of School Education and Literacy, Ministry of Human Resources Development (MHRD) includes Diksha, Swayam Prabha Channel, Shiksha Van, E-Pathshala, and National Repository of Open Educational Resources (NROER). It worth noting that apart from the Indian central government efforts, each state has various online education initiatives that are tailored to their needs. This research evaluated each of these initiatives commenced by central and state governments and present a detailed analysis of most of the relevant initiatives. Additionally, a survey is conducted to get insights of learners in concern to online learning. Despite the issues raised in this learning, the outcomes come to be satisfactorily favoring online learning.
25 citations
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583 citations
TL;DR: Compared to offline learning, online learning has advantages to enhance undergraduates’ knowledge and skills, therefore, can be considered as a potential method in undergraduate medical teaching.
Abstract: With the increasing use of technology in education, online learning has become a common teaching method. How effective online learning is for undergraduate medical education remains unknown. This article's aim is to evaluate whether online learning when compared to offline learning can improve learning outcomes of undergraduate medical students. Five databases and four key journals of medical education were searched using 10 terms and their Boolean combinations during 2000-2017. The extracted articles on undergraduates' knowledge and skill outcomes were synthesized using a random effects model for the meta-analysis.16 out of 3,700 published articles were identified. The meta-analyses affirmed a statistically significant difference between online and offline learning for knowledge and skill outcomes based on post-test scores (SMD = 0.81; 95% CI: 0.43, 1.20; p < 0.0001; n = 15). The only comparison result based on retention test scores was also statistically significant (SMD = 4.64; 95% CI: 3.19, 6.09; p < 0.00001). The meta-analyses discovered no significant difference when using pre- and post-test score gains (SMD = 3.03; 95% CI: -0.13, 4.13; p = 0.07; n = 3). There is no evidence that offline learning works better. And compared to offline learning, online learning has advantages to enhance undergraduates' knowledge and skills, therefore, can be considered as a potential method in undergraduate medical teaching.
419 citations
TL;DR: Through virtual learning, medical students will be more prepared when returning to their clerkships, capturing more positive learning experiences, and programs designing virtual learning alternatives to maintain their curriculums forge the future of surgical teaching.
Abstract: The outbreak of COVID-19 continues to generate profound effects on surgical education and training. Currently, surgical training programs must decide between arresting their surgical education curriculums and devising adapted versions. By halting their educational programs, a disservice is done to their residents, medical students, and the surgical community. In contrast, programs designing virtual learning alternatives to maintain their curriculums forge the future of surgical teaching [1, 2]. These new designs create durable programs, which are able to acclimate to a multitude of situations while continuing surgical education and training [3]. Prior to COVID-19, virtual learning was slowly mixing into pedagogical methods, creating blended learning [3]. Blended learning utilizes online resources to enhance didactic and clinical knowledge and reasoning skills [3]. In the surgical field, online resources are continuously created to tailor to the needs of specific education levels, medical students, residents, fellows, and surgeons [4–6]. Due to the crisis, the incorporation of virtual learning in surgical education has exponentially increased. Per the guidance of the Association of American Medical Colleges (AAMC), most medical schools have withdrawn their students from in-hospital clerkships [7]. The AAMC standard is for medical students to complete about 8 weeks of surgical clerkship to graduate [7]. Current challenges center on exposing students to the surgical discipline without exposing them to COVID-19. To mitigate the halt on in-hospital clerkships, medical schools are maximizing the use of virtual learning platforms [2, 4]. Virtual learning goes beyond delivering didactic materials online. Platforms exist that provide clinical skills with decision-making exercises. Such interactive platforms, like Aquifer-Wise MD, maintain the flow of robust information [4]. These interactive platforms provide surgical anatomy reviews, surgical procedure walkthroughs, practice test questions, and intricate patient cases [4]. Students practice developing differential diagnoses and improve clinical reasoning. Using this method of continuing education, students are exercising skills for their surgical clerkship. A study by Lindeman et al. demonstrated the use of virtual learning in a surgical clerkship resulted in noninferior academic outcomes with improved student satisfaction [4] In another study by Chapman et al, medical students reported a lack of preparedness to be a significant factor contributing to unsatisfactory operating room (OR) learning experiences [8]. Through virtual learning, medical students will be more prepared when returning to their clerkships, capturing more positive learning experiences. Though virtual learning is able to support certain aspects of surgical education, such as didactic materials, it cannot bridge certain gaps. It is difficult for the current virtual & Adel Elkbuli Adel.Elkbuli@hcahealthcare.com
74 citations
TL;DR: Surgeons and surgery departments have shown resilience in responding to the COVID-19 pandemic, but it will be necessary to adopt new strategies to move into the transition phase and eventually the full recovery phase.
Abstract: Surgeons and surgery departments have shown resilience in responding to the COVID-19 pandemic. As the situation stabilizes, it will be necessary to adopt new strategies to move into the transition phase and eventually the full recovery phase.
70 citations
TL;DR: This CIRSE Standards of Practice document reviews current literature and provides best practices for image guided thermal ablation of liver tumours, including radiofrequency, microwave and cryoablation techniques.
Abstract: This CIRSE Standards of Practice document reviews current literature and provides best practices for image guided thermal ablation of liver tumours, including radiofrequency, microwave and cryoablation techniques.
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