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Coping With COVID-19.

Joshua A Lieberman1, Theresa Nester1,2, Brooke Emrich1

  • 1University of Washington, Department of Laboratory Medicine, Seattle.

American Journal of Clinical Pathology
|September 3, 2020
PubMed
Summary
This summary is machine-generated.

The COVID-19 pandemic necessitated rapid remote learning adaptations for medical education in laboratory medicine. Technology enabled innovative solutions for clerkships and didactics despite some platform limitations.

Keywords:
COVID-19Clinical pathologyCoronavirusLaboratory medicineMedical student educationSARS-CoV-2

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Area of Science:

  • Medical Education
  • Clinical Pathology
  • Infectious Disease Outbreaks

Background:

  • The emergence of coronavirus disease 2019 (COVID-19) significantly disrupted medical institutions and education.
  • The Department of Laboratory Medicine at the University of Washington faced immediate challenges to its medical student clerkships.

Purpose of the Study:

  • To describe the rapid implementation of changes to medical student clerkships in response to the COVID-19 pandemic.
  • To detail the adaptation of existing courses and the development of new remote learning strategies.

Main Methods:

  • One ongoing case- and didactic-based course (LabM 685) was converted to remote learning in real time.
  • Elements of an immersive clinical laboratory clerkship (LabM 680) were repurposed for remote delivery to accommodate large student cohorts.
  • A new remote clerkship (MedSci 585C) was developed using distance learning and guided small-group sessions.

Main Results:

  • Fifteen out of 17 scheduled sessions for LabM 685 were successfully completed remotely.
  • Remote learning strategies were successfully implemented for LabM 680, accommodating 40 medical students per class.
  • A new remote clerkship, MedSci 585C, was successfully developed and implemented, alongside remote adaptations for resident and fellow education.

Conclusions:

  • The adaptations in medical education highlight the dynamic response required during global health crises.
  • Technology played a crucial role in facilitating innovative remote learning solutions for clinical pathology education, despite some limitations.