Lessons Learned in Health Professions Education During the COVID-19 Pandemic, Part 1 Proceedings of a Workshop (2021) / Chapter Skim
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3 Innovation Brought by COVID-19
3 Innovation Brought by COVID-19
Pages 15-30
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From page 15... ...
• Partnerships between academic and practice settings can not only provide clinical experiences for students but also poten tially help to close the education–practice gap. (Spector)
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Academic Public Health Volunteer Corps Neil Maniar, Northeastern University In March 2020, Massachusetts Governor Charlie Baker convened the leadership of eight public health programs to find a way of engaging the programs in support of local health departments during the pandemic, said Neil Maniar, professor of practice and director of the M.P.H. program in the Bouve College of Health Sciences at Northeastern University.
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was born.1 The initial group of eight programs was expanded to additional schools and programs, including community health worker programs based in community colleges, as well as the Massachusetts Department of Public Health, the Massachusetts Public Health Association, and the Massachusetts Health Officers Association (see Box 3-1)
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In addition, volunteers created dozens of infographics and geographic information system Academic Health Department Consortium APHVC Leadership Team Subject Matter Operations Work Groups Experts Volunteers Health Equity Communications Research & Social Media Evaluation FIGURE 3-1 Structure of the Academic Public Health Volunteer Corps (APHVC)
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As the pandemic continues, said Maniar, APHVC will be focusing its efforts in a number of areas, including • Increasing focus on health equity; • Assisting with policy development related to reopening; • Engaging additional local partners including community health centers, nonprofit partners, and local cultural organizations and coalitions; and • Focusing on data analysis, epidemiology, and data translation needs at the local level. The academic programs involved in APHVC, said Maniar, see it as a v iable and sustainable collaborative that can help engage students and sup port public health efforts.
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M.P.H. students at Dornsife have completed the APE in a wide variety of settings, including public health departments and other governmental organizations, large nonprofit health and social service organizations, small community-based organizations, clinical settings, and regional planning associations.
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The letter to CEPH expressed confidence that individual MPH schools and programs "can assure and manage the learning that will come from these APE experiences in ways that both meet our students' learning needs and achieves the intent of the APE." CEPH obliged and granted the necessary flexibility. Develop Nontraditional Placements Finally, said Kolker, Dornsife developed new options for students beyond the traditional 1:1 placements.
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CLINICAL EDUCATION Kimberly Lomis, American Medical Association Experiences in the clinical learning environment are a critical element across all health professions education, said Kimberly Lomis, vice president for undergraduate medical education innovations at the American Medical Association (AMA)
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The key to the program, said Spector, is for students to be considered "essential workers," which is a designation from the college of nursing and the health care setting that, in her experience, is almost always agreed to by government officials. The partnership incorporates all levels of prelicensure nursing students as either facility employees or trainees obtaining clinical hours.
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American Association of Colleges of Nursing American Nurses Association American Organization for Nursing Leadership Commission on Collegiate Nursing Education National Council of State Boards of Nursing National League for Nursing (NLN) National Student Nurses' Association NLN Commission for Nursing Education Accreditation Organization for Associate Degree Nursing SOURCE: Spector Presentation, December 3, 2020.
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Spector expressed a note of surprise that rural critical access hospitals were eager to join the partnership because she and her colleagues had up to this point just assumed most of the practice partners would be medical centers. Third, faculty ought to collaborate closely with the practice setting in order to identify and meet the objectives of students and organizations, and to ensure the planned experience fulfills clinical requirements.
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The second phase involved engaging students in physically distanced patient care roles. This involved tasks such as working on COVID-19 hotlines, preparing educational materials, and conducting contact tracing.
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She added that the entire national cohort of 25,000 medical students missed out on this training, and said "You can't replace the in-person clinical environment, full stop." Robinson wondered how medical residency programs and other health professions programs will adapt to the lack of knowledge and experience
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She and her fellow students appreciated the online resources that were made available for free, and how the online format of learning increased student participation and engagement. However, many schools "continue to sweat the small stuff," she noted, and students are being asked to do equal if not more work than before the pandemic.
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NURSING Gusna Hoque, Rutgers University Nursing Program The junior year of nursing school is generally the hardest year, said Gusna Hoque, a student in the nursing program at Rutgers University. This is the year when students take their foundational classes that shape them as nurses.
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However, there were also positives: studying from home saved students time and money, the extraordinary circumstances created strong bonds between peers, and students experienced individual growth as they learned their own strengths and weaknesses. Students learned to cope with the stress through various strategies including peer-to-peer support and acknowledging their own struggles and emotions.
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