BACKGROUND: Modern medicine becomes more dependent on radiologic imaging techniques. Over the past decade, radiology has also gained more attention in the medical curricula. However, little is known with regard to students' perspectives on this subject. Therefore, this study aims to gain insight into the thoughts and ideas of medical students and junior doctors on radiology education in medical curricula. METHODS: A qualitative, descriptive study was carried out at one medical university in the Netherlands. Participants were recruited on social media and were interviewed following a predefined topic list. The constant comparative method was applied in order to include new questions when unexpected topics arose during the interviews. All interviews were transcribed verbatim and coded. Codes were organized into categories and themes by discussion between researchers. RESULTS: Fifteen participants (nine junior doctors and six students) agreed to join. From the coded interviews, four themes derived from fifteen categories arose: (1) The added value of radiology education in medical curricula, (2) Indispensable knowledge on radiology, (3) Organization of radiology education and (4) Promising educational innovations for the radiology curriculum. CONCLUSION: This study suggests that medical students and junior doctors value radiology education. It provides insights in educational topics and forms for educational improvement for radiology educators.
Curriculum , Qualitative Research , Radiology , Students, Medical , Humans , Netherlands , Radiology/education , Students, Medical/psychology , Male , Female , Medical Staff, Hospital/education , Attitude of Health Personnel , Education, Medical, Undergraduate , Interviews as Topic , Adult , Schools, Medical
Continuing medical education plays a pivotal role in fostering and upholding the standard of excellence in medicine. Both SPOC (small private online course) and BOPPPS (bridge-in, learning objective, pretest, participatory learning, posttest, and summary) methodologies are rooted in the same educational and learning theories, emphasizing active student engagement, interaction, and feedback. Using ultrasound-guided spinal anesthesia as an exemplar, we aimed to investigate the feasibility of blended teaching (combination of BOPPPS and SPOC) for anesthesiology clinicians and explore trainees' and trainers' perspectives towards the innovative method. Twenty-seven attending anesthesiologists were randomly divided into experimental group (nâ =â 14, blended teaching method) and control group (nâ =â 13, traditional teaching method). The questionnaire was administered before and a week post-training. Their operative skills (measured by operation time) were assessed. The students' cognitive evaluation of the blended teaching mode was conducted in the experimental group. The experimental group demonstrated notably higher theoretical scores compared to the control group [(46.42â ±â 5.345) vs (41.92â ±â 5.219), tâ =â 2.213, Pâ <â .05]. The operation time in the experimental group was significantly shorter than that in the control group [(84.79â ±â 28.450) seconds vs (114.23â ±â 35.607) seconds, tâ =â -2.383, Pâ <â .05]. Most participants preferred blended learning as it was more effective than traditional learning. Suggestions for enhancement included enhanced online interactivity with trainers and the inclusion of case analysis. Integration of blended teaching incorporating BOPPPS and SPOC methodologies holds promise for enhancing the efficiency of skill training among anesthesiologists. Blended learning may become a viable and well-received option among anesthesia clinicians in China.
Anesthesiology , Education, Medical, Continuing , Feasibility Studies , Humans , Anesthesiology/education , Education, Medical, Continuing/methods , Male , Female , Adult , Clinical Competence , Anesthesia, Spinal/methods , Anesthesiologists/education , Surveys and Questionnaires , Medical Staff, Hospital/education
PURPOSE: The primary aim of this study was to investigate the effect of including the Dutch National Pharmacotherapy Assessment (DNPA) in the medical curriculum on the level and development of prescribing knowledge and skills of junior doctors. The secondary aim was to evaluate the relationship between the curriculum type and the prescribing competence of junior doctors. METHODS: We re-analysed the data of a longitudinal study conducted in 2016 involving recently graduated junior doctors from 11 medical schools across the Netherlands and Belgium. Participants completed three assessments during the first year after graduation (around graduation (+ / - 4 weeks), and 6 months, and 1 year after graduation), each of which contained 35 multiple choice questions (MCQs) assessing knowledge and three clinical case scenarios assessing skills. Only one medical school used the DNPA in its medical curriculum; the other medical schools used conventional means to assess prescribing knowledge and skills. Five medical schools were classified as providing solely theoretical clinical pharmacology and therapeutics (CPT) education; the others provided both theoretical and practical CPT education (mixed curriculum). RESULTS: Of the 1584 invited junior doctors, 556 (35.1%) participated, 326 (58.6%) completed the MCQs and 325 (58.5%) the clinical case scenarios in all three assessments. Junior doctors whose medical curriculum included the DNPA had higher knowledge scores than other junior doctors (76.7% [SD 12.5] vs. 67.8% [SD 12.6], 81.8% [SD 11.1] vs. 76.1% [SD 11.1], 77.0% [12.1] vs. 70.6% [SD 14.0], p < 0.05 for all three assessments, respectively). There was no difference in skills scores at the moment of graduation (p = 0.110), but after 6 and 12 months junior doctors whose medical curriculum included the DNPA had higher skills scores (both p < 0.001). Junior doctors educated with a mixed curriculum had significantly higher scores for both knowledge and skills than did junior doctors educated with a theoretical curriculum (p < 0.05 in all assessments). CONCLUSION: Our findings suggest that the inclusion of the knowledge focused DNPA in the medical curriculum improves the prescribing knowledge, but not the skills, of junior doctors at the moment of graduation. However, after 6 and 12 months, both the knowledge and skills were higher in the junior doctors whose medical curriculum included the DNPA. A curriculum that provides both theoretical and practical education seems to improve both prescribing knowledge and skills relative to a solely theoretical curriculum.
Curriculum , Education, Medical , Humans , Longitudinal Studies , Netherlands , Medical Staff, Hospital/education , Clinical Competence
Introducción: la depresión es un trastorno cada vez más prevalente alrededor del mundo. Los médicos generales son los profesionales de la salud más consultados por pacientes deprimidos. Más del 70% de los pacientes con depresión son vistos por médicos generales y no por especialistas en Psiquiatría. Según estudios realizados en Buenos Aires, más del 25% de los pacientes internados en Servicios de Clínica Médica en hospitales generales presenta depresión. Estos pacientes suelen ser atendidos y seguidos por médicos en formación, sean residentes o concurrentes de Clínica Médica. El objetivo del trabajo fue analizar el conocimiento sobre los inhibidores selectivos de la recaptura de serotonina (ISRS) que tienen los médicos residentes y concurrentes de Clínica Médica de 5 hospitales de la Ciudad Autónoma de Buenos Aires (CABA) y describir el tratamiento de un paciente depresivo por ellos. Material y métodos: se realizó un estudio descriptivo de corte transversal con un muestreo de tipo no probabilístico. Se utilizó como instrumento de medición un cuestionario semiestructurado organizado en dos secciones, una de datos demográficos que permiten caracterizar la muestra. La otra, de 15 ítems, explora los conocimientos sobre los ISRS y el tratamiento de la depresión. Dicho cuestionario fue revisado por 4 expertos. El instrumento es anónimo. Se aplicó a 59 médicos en formación en Clínica Médica, residentes y concurrentes, de 5 hospitales de la CABA, que participaron de forma voluntaria, durante el período agosto-septiembre de 2022. Resultados: la mayoría de los médicos en formación en Clínica Médica no tratan cuadros depresivos y, ante un paciente deprimido, solicitan la evaluación por un especialista en Salud Mental. Solo un 6,8% lo medica con un antidepresivo. Más del 75% de la muestra refiere recordar los conocimientos que tiene sobre de los ISRS de la cursada de Farmacología y un 13,6 de la cursada de Psiquiatría en la Facultad de Medicina. Conclusión: se observa un conocimiento deficitario sobre los ISRS en médicos residentes y concurrentes de Clínica Médica. Se considera necesario reforzar la formación sobre depresión y manejo de antidepresivos durante la residencia/concurrencia de Clínica Médica. (AU)
Introduction: depression is an increasingly common disorder around the world. General practitioners are the most frequently consulted health professionals by depressed patients. More than 70% of all depressed patients receive treatment by general practitioners and not by psychiatric specialists. According to studies conducted in Buenos Aires, more than 25% of all patients admitted to the Clinical Services in public hospitals present depression. These patients are usually under the care and follow-up of clinical trainee physicians, residents, or interns.This study aimed to analyze the knowledge about selective serotonin reuptake inhibitors (SSRIs) of clinical trainee residents and interns in five hospitals in the Ciudad Autónoma de Buenos Aires (CABA) and to describe their treatment of a depressive patient. Material and methods: we conducted a descriptive cross-sectional study with a non-probabilistic sampling. We used a semi-structured questionnaire arranged into two sections as a measuring tool. One, with demographic data to describe the sample. The other, with 15 items, explores respondents' knowledge of SSRIs and the treatment of depression. Four experts reviewed the questionnaire, which was anonymous. We applied it to 59 clinical medical trainees, residents, and interns from five CABA hospitals who volunteered to participate during August-September 2022. Results: most clinical trainees do not treat depressive conditions and, when confronted with a depressed patient, request an assessment by a Mental Health specialist. Only 6.8% medicate the patient with an antidepressant. More than 75% of the sample reported remembering their knowledge of SSRIs from the Pharmacology course and 13.6% from the Psychiatry course at the School of Medicine. Conclusion: there is a deficient knowledge about SSRIs in trainee residents and interns of Clínica Médica. We believe it is necessary to reinforce training on depression and management of antidepressants during residency/internship practice in Clínica Médica. (AU)
Humans , Male , Female , Adult , Selective Serotonin Reuptake Inhibitors/administration & dosage , Depression/drug therapy , Education, Medical , Medical Staff, Hospital/education , Antidepressive Agents/administration & dosage , Reaction Time/drug effects , Cross-Sectional Studies , Surveys and Questionnaires , Selective Serotonin Reuptake Inhibitors/adverse effects , Selective Serotonin Reuptake Inhibitors/pharmacology , Age and Sex Distribution , Antidepressive Agents/adverse effects , Antidepressive Agents/pharmacology
Introducción: La inteligencia emocional es una habilidad blanda, definida como la capacidad de reconocer las emociones propias y ajenas para gestionarlas frente a otros de manera adecuada. Este tipo de inteligencia se relaciona con competencias y aptitudes humanas en diferentes áreas sociales, académicas y de trabajo. Objetivo: Describir el papel de la inteligencia emocional en la práctica clínica de los residentes médicos, como marco de referencia para su aplicación en la educación teórico-práctica y la realización de futuras investigaciones. Métodos: Se realizó una revisión de la literatura en las bases de datos PubMed, LILACS y Google Scholar. Se emplearon operadores lógicos mediante distintas combinaciones: MeSH: Emotional Intelligence, Medical Residencies, Education, Medical, Education, Medical, Graduate; y DeCS: Inteligencia Emocional, Residencia Médica, Educación Médica, Educación de Postgrado en Medicina. La búsqueda se limitó por año, idioma y acceso libre, teniendo en cuenta criterios de inclusión y exclusión. Se obtuvieron 279 resultados, de los cuales fueron seleccionados 26 para ser incluidos en la revisión y síntesis de los resultados. Resultados: Los resultados se organizaron según su relación con la inteligencia emocional en: medición en residentes médico-quirúrgicos, niveles de estrés y burnout, empatía en la relación médico-paciente, desempeño académico, bienestar y satisfacción laboral. Conclusiones: La inteligencia emocional en los residentes médico-quirúrgicos se ha relacionado con menores niveles de estrés y burnout, comunicación asertiva, mayor empatía con los pacientes y calidad en la atención médica; además, con elevado rendimiento académico, mejores habilidades de enseñanza, liderazgo y motivación; y, finalmente, con mejor bienestar psicológico, satisfacción laboral y rendimiento clínico(AU)
Introduction: Emotional intelligence is a soft skill, defined as the ability to recognize one's own and others' emotions in view of managing them in front of others adequately. This type of intelligence is related to human competences and skills in different social, academic and occupational areas. Objective: To describe the role of emotional intelligence in the clinical practice of medical residents, as a frame of reference for its application in theoretical-practical education and the development of future research. Methods: A literature review was carried out in the PubMed, LILACS and Google Scholar databases. Logical operators were used by means of different combinations from the Medical Subject Headings: Emotional Intelligence, Medical Residencies, Education, Medical, Education, Medical, Graduate. The following combinations from the Health Sciences Descriptors were also used: "Inteligencia Emocional [emotional Intelligence], Residencia Médica [medical residence], Educación Médica [medical education], Educación de Postgrado en Medicina [postgraduate education in Medicine]. The search was limited by year, language and free access, taking into account inclusion and exclusion criteria. A total of 279 results were obtained, of which 26 were selected to be included in the review and synthesis. Results: The results were organized, according to their relationship with emotional intelligence, in measurement in medical-surgical residents, levels of stress and burnout, empathy in the doctor-patient relationship, academic performance, well-being, and job satisfaction. Conclusions: Emotional intelligence in medical-surgical residents has been related to lower levels of stress and burnout, assertive communication, greater empathy with patients, and quality in medical care; furthermore, with high academic performance, better skills for teaching, leadership and motivation; and, finally, with better psychological well-being, job satisfaction and clinical performance(AU)
Humans , Preceptorship/methods , Professional Competence , Emotional Intelligence , Physician-Patient Relations , Empathy , Surgeons/education , Medical Staff, Hospital/education
BACKGROUND: Few studies have investigated how doctors in Norway deal with medical uncertainty. The purpose of the study was to explore how first year junior doctors perceive and manage uncertainty in clinical practice. MATERIAL AND METHODS: Ten first year junior doctors at two hospitals in Norway were recruited for interviews following response pattern analysis from a mapping questionnaire. The interviews were analysed using systematic text condensation. RESULTS: The analysis revealed three main themes in the interviews: dealing with medical uncertainty, personal response to medical uncertainty, and working environment, feedback and preparation. Within all three thematic areas, the informants used the words 'certain/uncertain' and 'secure/insecure' interchangeably. INTEPRETATION: The first year junior doctors struggled with the inherent uncertainty of medicine and felt a marked sense of insecurity, particularly at the start of their training period. How the doctors were welcomed in the workplace and the feedback they were given were important factors. Their undergraduate medical education had not sufficiently prepared the first year junior doctors for how to deal with medical uncertainty in clinical practice.
Physicians , Humans , Uncertainty , Medical Staff, Hospital/education , Qualitative Research , Workplace , Attitude of Health Personnel
A evolução contínua das áreas cirúrgicas se deve a estudos e pesquisas, avanços tecnológicos e desenvolvimento de equipamentos mais avançados. A cirurgia minimamente invasiva, incluindo a videolaparoscopia, histeroscopia e cirurgia robótica, tem sido impactada significativamente pelos avanços cirúrgicos. As técnicas minimamente invasivas têm se tornado padrão-ouro no diagnóstico e tratamento de doenças ginecológicas, proporcionando benefícios como redução do tempo cirúrgico, menor dor no pós-operatório e melhoria na qualidade de vida. O treinamento adequado do cirurgião e da equipe é fundamental para o sucesso do tratamento cirúrgico, e o desenvolvimento tecnológico e aprimoramento dos equipamentos impulsionam a cirurgia minimamente invasiva como uma área específica da Ginecologia. Métodos seguros de treinamento, como laboratórios de simulação, permitem o aprimoramento gradual das habilidades dos cirurgiões em formação, preparando-os para uma prática segura e eficaz. A literatura fornece ferramentas e conceitos para o treinamento em cirurgia minimamente invasiva, visando formar residentes e novos cirurgiões.
Minimally Invasive Surgical Procedures/methods , Pain, Postoperative , Patient Care Team , Quality of Life , Gynecologic Surgical Procedures/history , Teaching/education , Technological Development , Surgical Oncology/trends , Medical Staff, Hospital/education
BACKGROUND: Concerns have been raised surrounding the training of Foundation Doctors on the ethical, legal and professionalism (ELP) aspects of clinical practice, leading to some to claim a degree of educational neglect. Foundation Doctors are junior doctors in the United Kingdom within the first 2 years of their medical career since graduating from medical school. APPROACH: Lancaster University and Health Education England North West (HEE NW) introduced a series of training materials specially created to meet the ELP training needs of Foundation Doctors, which were piloted by Foundation Schools. EVALUATION: The training was delivered to Foundation Doctors in first and second year of their training either online or in person. The facilitators were clinical senior doctors and did not have an academic qualification in ELP. Some large Foundation Schools used two training packs to provide an optional ELP day for their Foundation Doctors, while individual hospitals within a Foundation School used the training packs to provide training as part of their mandatory weekly training for Foundation Doctors. Feedback was gathered from Foundation Doctors and training facilitators when a training pack was piloted. IMPLICATIONS: Foundation Doctors were able to make links between the messages delivered in the training to their own clinical practice. Foundation Schools have incorporated the training packs into the 2-year Foundation Programme, which creates the possibility for ELP training to become standardised across Foundation Schools.
Education, Professional , Humans , England , United Kingdom , Medical Staff, Hospital/education , Schools, Medical , Attitude of Health Personnel
OBJECTIVE: This study aimed to assess the effectiveness of an ENT simulation course for equipping foundation doctors with core ENT skills in preparation for an ENT senior house officer post. METHOD: A total of 41 foundation doctors in the East of England participated in our two-part simulation course. Pre- and post-course surveys, consisting of Likert scales and a Dundee Ready Educational Environment Measure, were sent to assess confidence in core ENT skills and acceptability of course format. RESULTS: Post-simulation, confidence improved in all core ENT skills taught (p < 0.001), along with confidence and preparedness to work as an ENT senior house officer (p < 0.001). Overall course median Dundee Ready Educational Environment Measure score was 48, and 100 per cent of participants would recommend this course to colleagues. CONCLUSION: Simulation improves foundation doctors' confidence in core ENT skills and increases preparedness for working as an ENT senior house officer. Guidance on core ENT skills requirements should be made available to improve uniformity amongst ENT simulation courses.
Otolaryngology , Humans , Otolaryngology/education , Clinical Competence , Medical Staff, Hospital/education , Curriculum , England , Surveys and Questionnaires , Teaching
AIM: An online survey was undertaken to analyse the perception of medical school graduates, in postgraduate years 1 and 2, of being ready to work (preparedness) and of managing the demands of practice as a junior doctor on a general surgical attachment. METHODS: An email-based survey was designed to assess medical school graduates' sense of preparedness, and was sent electronically to all house officers at the beginning of their 3-month attachment in general surgery between December 2020 and December 2021. One email reminder was sent 2 weeks after the initial email with the embedded survey hyperlink. RESULTS: The overall response rate was 50%. Of those, over 90% had accompanied surgical teams on acute calls and over extended hours as a medical student. However, only 50% had ever attended a trauma call or a resuscitation call with clinical teams. Half of the respondents indicated that they would have liked specific teaching on mental and physical self-care, preparation for night shifts and extended periods of duty as well as in prioritisation, delegation and management of workloads. CONCLUSION: This survey showed that new doctors lacked dedicated teaching in professional behaviours and felt it to be an important part of medical training and preparation for medical practice.
Students, Medical , Humans , New Zealand , Schools, Medical , Medical Staff, Hospital/education , Surveys and Questionnaires , Attitude of Health Personnel
Abstract Objective To evaluate the performance of orthopedic residents while conducting clinical examinations. Methods The Mini Clinical Evaluation Exercise (Mini-CEX) was applied by three teaching doctors at four different moments. The instrument was adapted by the authors for use in orthopedics, with the development of descriptors for each evaluated skill. Supervisors were trained to use the Mini-CEX by the principal investigator through teaching materials and discussions, with standardization of the instrument descriptors. Results The mean scores obtained in the 4 evaluations for each of the 21 residents reveal improvement in the performances of residents in all skills assessed from the 1st to the 4th meeting. Conclusions We have found that the performance of orthopedic residents presented a satisfactory evolution, with progressive improvement in all skills.
Resumo Objetivo Avaliar o desempenho de residentes de ortopedia na realização de exames clínicos. Métodos O Mini-CEX foi aplicado por três docentes em quatro momentos distintos. O instrumento foi adaptado pelos autores para uso em ortopedia, com desenvolvimento de descritores para cada habilidade avaliada. Os supervisores foram treinados pelo pesquisador principal para utilização do Mini-CEX por meio de materiais didáticos e discussões e os descritores do instrumento foram padronizados. Resultados As pontuações médias obtidas nas quatro avaliações de cada um dos 21 residentes revelaram melhora no desempenho de todas as habilidades entre o primeiro e o quarto encontro. Conclusões O desempenho dos residentes em ortopedia apresentou evolução satisfatória, com melhora progressiva de todas as habilidades.
Humans , Orthopedics/education , Diagnosis , Employee Performance Appraisal , Learning , Medical Staff, Hospital/education
INTRODUCTION: The often unknown nature of acute drug intoxication, especially with illicit drugs and emerging novel psychoactive substances, can present a significant challenge for emergency clinicians. Less experienced clinicians are particularly vulnerable to the diagnostic dilemmas of complex toxicology emergencies. We sought to better understand the confidence of junior doctors in assessing and managing toxicological emergencies across two emergency departments in Perth, Australia. METHODS: An online survey was conducted between August 2020 and February 2021. Self-rated confidence was measured on a five-point Likert Scale across 10 statements. Two open-ended questions were included to capture perceived barriers and facilitators impacting clinical confidence. Quantitative data were analysed using descriptive methods and Fisher's exact test. Free-text responses were analysed using content analysis. RESULTS: A total of 104 surveys were completed (19.2% interns, 40.4% resident medical officers and 40.4% registrars). Self-rated confidence varied across statements and by staff type. The lowest confidence rating was for managing a patient who had overdosed from an unknown substance (31.7%) and the highest rating for referring a patient to psychiatry following deliberate self-poisoning (86.6%). Confidence increased with greater clinical experience for all statements. Qualitative analysis revealed perceptions of clinical preparedness, complexity of patients and a safe and supportive culture as key factors impacting confidence. DISCUSSION AND CONCLUSIONS: Overcoming perceived deficits in knowledge and clinical experience were key to building confidence. Our findings highlight the need for improved access to toxicology-specific curricula and training, and strategies to ensure adequate supervision from senior clinicians.
Emergencies , Emergency Service, Hospital , Humans , Medical Staff, Hospital/education , Surveys and Questionnaires , Attitude of Health Personnel
RESUMEN Antecedentes: la pandemia por COVID-19 plantea un desafío inédito en la educación quirúrgica mundial. La falta de actividad práctica, fruto de las suspensiones y restricciones, pone en jaque la capacidad de los programas de entrenamiento de ajustarse a los estándares de idoneidad requeridos para el ejercicio de la especialidad. Objetivo: comparar la actividad quirúrgica de los residentes antes y durante la cuarentena, y describir los cambios de roles asistenciales y de las tácticas para su formación. Material y métodos: observacional, descriptivo, retrospectivo. Se registraron las ciru-gías realizadas por residentes en los períodos marzo 2019-febrero 2020 (Prepandemia) y marzo 2020-febrero 2021 (Intrapandemia). Se compararon la cantidad y tipo de procedimientos, así como el año de la residencia. Se analizó también el porcentaje de variación en las consultas de consultorios externos. Resultados: se experimentó una reducción global del número de operaciones del 59% (n = 368 vs. n = 152). Los procedimientos estéticos programados disminuyeron un 64%. En cirugía reconstructiva hubo una caída del 55%: tumores de piel -64%, reconstrucción mamaria -54%, reconstrucción de miembro -40%, reconstrucción cabeza y cuello -13%. En las reconstrucciones interdisciplinarias llevadas adelante con otros Servicios se observó un comportamiento dispar. La atención ambulatoria en consultorios externos experimentó una disminución del 50% (n = 2603 vs. n = 1308) en las consultas presenciales. Conclusiones: durante la cuarentena se registró una marcada disminución en todos los tipos de actividad quirúrgica y asistencial de los residentes de cirugía plástica, lo que influirá en su formación y plantea un desafío para minimizar ese impacto.
ABSTRACT Background: The COVID-19 pandemic poses an unprecedented challenge to surgical education worldwide. The lack of hands-on activity, due to suspensions and restrictions, jeopardizes the ability of training programs to meet the competence standards required for the practice of the specialty. Objective: To compare residents' surgical activity before and during the lockdown, and describe the changes in healthcare roles and training strategies. Material and Methods: We conducted a descriptive, observational and retrospective study. The surgeries performed by residents during pre-pandemic (March 2019-February 2020) and intrapandemic (March 2020-February 2021) periods were recorded. The number and type of procedures and the year of the residency program were compared in both periods. The percent change in outpatient consultations was also analyzed. Results: The total number of plastic surgery procedures was reduced by 59% (n = 368 vs. n = 152). Scheduled cosmetic procedures decreased by 64%. Reconstructive procedures decreased by 55%: skin tumors -64%, breast reconstruction -54%, extremity reconstruction -40%, head and neck reconstruction -13%. Multidisciplinary reconstructions performed with other specialists showed different patterns. Face-to-face consultations decreased by 50% (n = 2603 vs. n = 1308). Conclusions: During the lockdown, there was a marked decrease in all the types of surgical and healthcare activities among residents in plastic surgery which will influence their training, posing a challenge to minimize this impact.
Humans , Plastic Surgery Procedures/statistics & numerical data , Medical Staff, Hospital/education , Quarantine , Epidemiology, Descriptive , Retrospective Studies , Plastic Surgery Procedures/education , Education, Distance , COVID-19 , Internship and Residency
RESUMEN Antecedentes: El Hospital Eva Perón de la ciudad de Granadero Baigorria se destinó a la atención casi exclusiva de pacientes afectados por COVID-19, lo que implicó modificar las actividades que allí se desarrollan. Allí se realizan actividades correspondientes al Posgrado de Cirugía General de la Facultad de Ciencias Médicas de la Universidad Nacional de Rosario. El objetivo es describir los cambios y el funcionamiento del posgrado de Cirugía General en el HEEP durante la pandemia por COVID-19, y el impacto que esta tuvo sobre la formación de los alumnos. Material y métodos: se realizó un trabajo descriptivo, comparativo. Período 20 de marzo de 2020 al 30 de septiembre de 2020 y el mismo período del año 2019. Variables analizadas: número de cirugías, horas en el hospital, número de guardias, actividad en consultorio y pacientes evaluados, seminarios teóricos, cursado de la carrera de posgrado. Resultados: las cirugías totales se redujeron un 74,88%. Las cirugías programadas se redujeron un 85,59%. Las cirugías de guardia se redujeron un 63,19%. Las guardias de R1, R2 y R3 se vieron disminuidas, al contrario de R4. Las horas en el hospital se redujeron en todos los alumnos. Los pacientes ingresados disminuyeron el 74,06%. La atención en todos los consultorios se vio reducida. Las actividades académicas se incrementaron, de forma no presencial. Conclusión: la pandemia por COVID-19 afectó significativamente la formación de los alumnos del posgrado de Cirugía General del HEEP. Se recurrió a métodos no tradicionales de enseñanza para realizar actualizaciones y discutir trabajos científicos.
ABSTRACT Background: Hospital Eva Perón in the city of Granadero Baigorria was almost exclusively dedicated to the care of COVID-19 patients; thereby, it was necessary to modify its activities, as those of the postgraduate program in General Surgery of Facultad de Ciencias Médicas, Universidad Nacional de Rosario, which take place in this hospital. The aim of this study is to describe the changes made and the performance of the postgraduate program in general surgery at HEEP during the COVID-19 pandemic, and its impact on trainees' education. Material and methods: We conducted a descriptive study comparing the period between March 20, 2020, and September 30, 2020, with the same period in 2019. The variables analyzed included number of surgeries, hours spent in hospital, number of in-house call shifts, activities in the outpatient clinic and evaluation of patients, theoretical seminars, attendance to classes of the postgraduate programs and research work. Results: The total number of surgeries decreased by 74.88%, scheduled surgeries by 85.59% and emergency surgeries by 63.19%. The numbers of in-house call shifts of PGY-1, PGY-2 and PGY-3 residents decreased but not those of PGY-4 residents. The hours spent in hospital decreased in all the trainees. The number of patients hospitalized decreased by 74.06% and there was a reduction in all the activities of the outpatient clinics. The academic activities, performed non-face-to-face, increased. Conclusion: The COVID-19 pandemic significantly affected trainees' education in the postgraduate program in General Surgery at HEEP. Non-traditional teaching methods were used for updating and discussing scientific papers.
General Surgery/statistics & numerical data , Internship and Residency , Medical Staff, Hospital/education , Argentina , General Surgery/education , General Surgery/standards , Epidemiology, Descriptive , Education, Distance , COVID-19
