Submission ID 78205
| Code | OB-4-6 |
|---|---|
| At the end of this workshop, participants will be able to: | |
| Category | Medical Education |
| Type | Oral |
| Will the presenter be a: | Early Career Faculty - (Less than 7 years of practice) |
| Title | A Deep Exploration Into the Remote Work and Learning Experiences at A Canadian Medical School: Implications for Future Planning |
| Background/Purpose | In March 2020, the COVID-19 pandemic forced many in Ontario to shift to remote work/learning. For students, staff and faculty at our School of Medicine, this model remained in place over the next two years and had the potential to disrupt the delivery of medical education by affecting the experiences of everyone connected to teaching and learning. |
| Methods | In March 2020, the COVID-19 pandemic forced many in Ontario to shift to remote work/learning. For students, staff and faculty at our School of Medicine, this model remained in place over the next two years and had the potential to disrupt the delivery of medical education by affecting the experiences of everyone connected to teaching and learning. |
| Results | A total of 15 interviews were conducted with medical students (6), staff (4) and faculty members (5). Areas of concern that were identified consisted of five themes: 1) organizational communication, 2) teaching and learning, 3) technology, 4) work-life balance, and 5) workplace and classroom health. Within each theme, benefits and risks to the delivery of quality medical education were described. Remote experiences varied between groups, and in each group benefits and risks ranged from having minor to significant implications for the delivery of medical education. |
| Discussion | The identification of benefits and risks to medical education suggests that returning to pre-pandemic policies and activities is not the ideal goal. Future policies must consider the benefits provided by remote/learning. In addition, policies and crisis planning by medical education for future emergency remote work/learning transitions must recognize that different groups may have different concerns and require different forms of support. |
| Keyword 1 | Remote learning |
| Keyword 2 | |
| Keyword 3 | |
| Abstract content most relevant to: (check all that apply) | Undergraduate Medical Education |
| Abstract Track - First Choice | Physician & Medical Student Health and Well-being |
| Authors | Nancy Dalgarno Amber Hastings-Truelove Rahma Osman Jennifer Turnnidge Heather Braund Eleftherios Soleas Samsoor Akberzai Mala Joneja |
