Good for patients but not learners? Exploring faculty and learner virtual care integration.
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| Title: | Good for patients but not learners? Exploring faculty and learner virtual care integration. |
|---|---|
| Authors: | Shepherd, Lisa1 lshepher@uwo.ca, McConnell, Allison2, Watling, Christopher3 |
| Source: | Medical Education. Dec2022, Vol. 56 Issue 12, p1174-1183. 10p. 1 Diagram, 1 Chart. |
| Subject Terms: | *Teaching methods, *College teacher attitudes, *Learning strategies, *Student attitudes, *Data analysis, *Clinical education, Professions, Grounded theory, Interviewing, Judgment sampling, Thematic analysis, Telemedicine |
| Geographic Terms: | Canada |
| Abstract: | Background: The pandemic catapulted the adoption of virtual care far ahead of its anticipated maturation date, forcing faculty to role model and teach learners with barely enough time to master it themselves. With a scant body of prepandemic literature now accompanied by experience gained under extraordinary circumstances, we can benefit from understanding ad hoc strategies implemented by those on the front lines and from listening to learners about what is working and what is not. The purpose of this study was to explore the experience of learner integration into virtual care from both the faculty and learner perspectives. Methods: Using a constructivist grounded theory methodology and sociomateriality as a sensitising concept, we recruited participants using purposeful and theoretical sampling from a Canadian University with limited prepandemic virtual care provision. We interviewed 16 faculty and 5 learners spanning a breadth of specialties and years of practice/education to probe their experience of teaching and learning virtual care. Data collection and analysis were conducted iteratively with themes identified through constant comparative analysis. Results: Integrating learners into virtual care proved challenging initially because of a lack of familiarity with the process and later because of disrupted workflow, triggered by the structure and logistics of the virtual care clinic. Both faculty and learners identified learning deficiencies in the virtual care experience when compared with in‐person clinics, but several unique and valuable learning affordances were noted. All faculty expressed a desire to keep virtual care as part of their future clinic practice, but paradoxically most felt that they were unlikely to include learners. Conclusions: Training learners in virtual care is an educational challenge that will not disappear with COVID‐19, even if our participants wished it could. The perceived value for patients but not learners begs a reconsideration of the sociomaterial contribution to this pandemic paradox. Paradoxically, virtual care is found to be valued for patients but not for the learners who need to care for those patients. This article explores the perception that virtual care settings offer inferior learning experiences. [ABSTRACT FROM AUTHOR] |
| Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 160065265 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Good for patients but not learners? Exploring faculty and learner virtual care integration. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Shepherd%2C+Lisa%22">Shepherd, Lisa</searchLink><relatesTo>1</relatesTo><i> lshepher@uwo.ca</i><br /><searchLink fieldCode="AR" term="%22McConnell%2C+Allison%22">McConnell, Allison</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Watling%2C+Christopher%22">Watling, Christopher</searchLink><relatesTo>3</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Medical+Education%22">Medical Education</searchLink>. Dec2022, Vol. 56 Issue 12, p1174-1183. 10p. 1 Diagram, 1 Chart. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22College+teacher+attitudes%22">College teacher attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning+strategies%22">Learning strategies</searchLink><br />*<searchLink fieldCode="DE" term="%22Student+attitudes%22">Student attitudes</searchLink><br />*<searchLink fieldCode="DE" term="%22Data+analysis%22">Data analysis</searchLink><br />*<searchLink fieldCode="DE" term="%22Clinical+education%22">Clinical education</searchLink><br /><searchLink fieldCode="DE" term="%22Professions%22">Professions</searchLink><br /><searchLink fieldCode="DE" term="%22Grounded+theory%22">Grounded theory</searchLink><br /><searchLink fieldCode="DE" term="%22Interviewing%22">Interviewing</searchLink><br /><searchLink fieldCode="DE" term="%22Judgment+sampling%22">Judgment sampling</searchLink><br /><searchLink fieldCode="DE" term="%22Thematic+analysis%22">Thematic analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Telemedicine%22">Telemedicine</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Canada%22">Canada</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Background: The pandemic catapulted the adoption of virtual care far ahead of its anticipated maturation date, forcing faculty to role model and teach learners with barely enough time to master it themselves. With a scant body of prepandemic literature now accompanied by experience gained under extraordinary circumstances, we can benefit from understanding ad hoc strategies implemented by those on the front lines and from listening to learners about what is working and what is not. The purpose of this study was to explore the experience of learner integration into virtual care from both the faculty and learner perspectives. Methods: Using a constructivist grounded theory methodology and sociomateriality as a sensitising concept, we recruited participants using purposeful and theoretical sampling from a Canadian University with limited prepandemic virtual care provision. We interviewed 16 faculty and 5 learners spanning a breadth of specialties and years of practice/education to probe their experience of teaching and learning virtual care. Data collection and analysis were conducted iteratively with themes identified through constant comparative analysis. Results: Integrating learners into virtual care proved challenging initially because of a lack of familiarity with the process and later because of disrupted workflow, triggered by the structure and logistics of the virtual care clinic. Both faculty and learners identified learning deficiencies in the virtual care experience when compared with in‐person clinics, but several unique and valuable learning affordances were noted. All faculty expressed a desire to keep virtual care as part of their future clinic practice, but paradoxically most felt that they were unlikely to include learners. Conclusions: Training learners in virtual care is an educational challenge that will not disappear with COVID‐19, even if our participants wished it could. The perceived value for patients but not learners begs a reconsideration of the sociomaterial contribution to this pandemic paradox. Paradoxically, virtual care is found to be valued for patients but not for the learners who need to care for those patients. This article explores the perception that virtual care settings offer inferior learning experiences. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Medical Education is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1111/medu.14861 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 10 StartPage: 1174 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: College teacher attitudes Type: general – SubjectFull: Learning strategies Type: general – SubjectFull: Student attitudes Type: general – SubjectFull: Data analysis Type: general – SubjectFull: Clinical education Type: general – SubjectFull: Professions Type: general – SubjectFull: Grounded theory Type: general – SubjectFull: Interviewing Type: general – SubjectFull: Judgment sampling Type: general – SubjectFull: Thematic analysis Type: general – SubjectFull: Telemedicine Type: general – SubjectFull: Canada Type: general Titles: – TitleFull: Good for patients but not learners? Exploring faculty and learner virtual care integration. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Shepherd, Lisa – PersonEntity: Name: NameFull: McConnell, Allison – PersonEntity: Name: NameFull: Watling, Christopher IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Text: Dec2022 Type: published Y: 2022 Identifiers: – Type: issn-print Value: 03080110 Numbering: – Type: volume Value: 56 – Type: issue Value: 12 Titles: – TitleFull: Medical Education Type: main |
| ResultId | 1 |
