Mapping the Clinical Experience of a New York City Residency Program During the COVID-19 Pandemic

2021 ◽  
Vol 16 (6) ◽  
Author(s):  
David W Rhee ◽  
Jay Pendse ◽  
Hing Chan ◽  
David T Stern ◽  
Daniel J Sartori
Keyword(s):  
New York ◽  
Residency Program ◽  
Clinical Experiences ◽  
Self Directed Learning ◽  
Clinical Exposure ◽  
Diagnosis Codes ◽  
Icd 10 ◽  
Directed Learning ◽  
Competency Based

The COVID-19 pandemic has dramatically disrupted the educational experience of medical trainees. However, a detailed characterization of exactly how trainees’ clinical experiences have been affected is lacking. Here, we profile residents’ inpatient clinical experiences across the four training hospitals of NYU’s Internal Medicine Residency Program during the pandemic’s first wave. We mined ICD-10 principal diagnosis codes attributed to residents from February 1, 2020, to May 31, 2020. We translated these codes into discrete medical content areas using a newly developed “crosswalk tool.” Residents’ clinical exposure was enriched in infectious diseases (ID) and cardiovascular disease content at baseline. During the pandemic’s surge, ID became the dominant content area. Exposure to other content was dramatically reduced, with clinical diversity repopulating only toward the end of the study period. Such characterization can be leveraged to provide effective practice habits feedback, guide didactic and self-directed learning, and potentially predict competency-based outcomes for trainees in the COVID era.

An Exploration of How Competency-Based Education Can Support Self-Directed Learners and Learning

2022 ◽  
pp. 193-208
Author(s):  
Naomi Rose Boyer ◽  
Jessica Mason ◽  
Michelle Navarre Cleary ◽  
Julie A. Telkamp
Keyword(s):  
Future Research ◽  
Strong Impact ◽  
Continuous Learning ◽  
Self Directed Learning ◽  
Workplace Skills ◽  
Competency Based Education ◽  
Directed Learning ◽  
Competency Based ◽  
The Relationship

At a time when workplace skills are rapidly evolving, continuous learning is increasingly important, and the responsibility for learning has shifted from others (parents, schools, teachers, employers) to individuals. Self-directed learning (SDL) can help learner-earners thrive in a skills-based economy. Competency-based education (CBE) is well suited to appeal to self-directed learners and to scaffold learner self-direction; however, existing research on the relationship between SDL and CBE programs is limited. This chapter uses case studies of the experiences of two self-directed learners in a CBE program to explore the role of self-direction in their learning journeys. The key takeaways are that (1) self-direction can have a strong impact on learner success and (2) CBE programs are uniquely positioned to support self-directed learners. The chapter concludes with a discussion of considerations for future research.

scholarly journals Competency Corner, Part Three: Practice-based Weightings of the CBPS

2007 ◽  
Vol 69 (4) ◽  
Author(s):  
T. Winslade ◽  
N Winslade ◽  
R Chou ◽  
B Cyr ◽  
B Hawkins
Keyword(s):  
Relative Weight ◽  
Performance Standards ◽  
Rating System ◽  
Self Directed Learning ◽  
Standard Assessment ◽  
Directed Learning ◽  
Working Groups ◽  
Competency Based ◽  
Vision Care

The first two articles in this series outlined the task, research, terminology and processes the Competence Committee used to develop the Competency-based Performance Standards (CBPS). These standards were designed as a framework for revision of the Canadian Standard Assessment in Optometry (CSAO) to directly link the exam and practice requirements of Canadian Optometrists. This linkage required determination of the relative weight to be assigned to each of the various competencies. Working groups of practising optometrists rated the frequency and criticality of performance of each of the competencies using a standardized rating system. Results indicated that the majority of a revised CSAO would focus on providing comprehensive eye and vision care (78%), followed by management (11%) and collaboration (10%). The ratings also allowed calculation of the appropriate weighting of the underlying general attributes. The heaviest weighting was assigned to candidates’ professional optometric knowledge and the ability to apply this knowledge (41%), followed by communication (27%), planning (13%), ethics (11%) and self-directed learning (8%). The last article in this series will describe work to evaluate the competence-based weightings of the current CSAO and to describe plans for future versions of the CSAO.

scholarly journals Determination of Innovation Indicators in Teaching-Learning Activities of Curricula and Their Application in Art University

2017 ◽  
Vol 9 (4) ◽  
pp. 8
Author(s):  
Setareh Mousavi ◽  
Mohammadreza Nili ◽  
Ahmadreza Nasr ◽  
Mohammad Masoud
Keyword(s):  
Art Education ◽  
Quantitative Methods ◽  
Learning Activities ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
Qualitative And Quantitative Methods ◽  
Directed Learning ◽  
Competency Based ◽  
Teaching Learning ◽  
Innovation Indicators

The present research mainly aims to determine the innovation indicators for teaching in Art University. Qualitative and quantitative methods have been used. The data were collected from semi-structured interviews and Self-made questionnaire. The findings reveal that the most important innovation indicators consist of: Competency-based Art education, Acquaintance with framework of appreciating the art works, Self-directed learning, Choice-based art education Attention to Aesthetics, Experimental leaning through Art Education, Developing Different Approaches to Making Art, Provides the excellent opportunities to learn personal and professional skills, Stress on the description, explanation, critical process cooperative exploration-based learning activities, application of new teaching methods and the application of innovation indicators for “teaching-learning activities” is less than medium.

Virtual Worlds for Teaching

2011 ◽  
pp. 315-328
Author(s):  
Catherine Norton-Barker ◽  
Margaret Corbit ◽  
Richard Bernstein
Keyword(s):  
New York ◽  
Virtual Worlds ◽  
Virtual World ◽  
Model Building ◽  
Traditional Classroom ◽  
Knowledge Gain ◽  
Self Directed Learning ◽  
Upstate New York ◽  
Computer Environment ◽  
Directed Learning

Immersive virtual worlds structured for education have the potential to engage students who do not respond well to traditional classroom activities. To test the appeal and usability of virtual environments in the classroom, four ninth grade science classes in a rural Upstate New York school were randomly assigned to learn an introductory genetics unit for three class periods in either an online, multi-user, virtual world computer environment or in a traditional classroom setting using lecture, worksheets, and model building. The groups were then reversed for a second three-day trial. Quizzes were given before, at midpoint, and at the end of the study. Both groups demonstrated significant knowledge gain of the genetics curriculum. This study demonstrates that self-directed learning can occur while exploring virtual world computer environments. The students were enthusiastic about using virtual worlds for education and indicated a strong preference for a variety of teaching methods, which suggests that offering mixed modalities may engage students who are otherwise uninterested in school.

Explorations: a New Approach to Self-Directed Learning in a Competency-Based Curriculum

2016 ◽  
Vol 26 (4) ◽  
pp. 777-785 ◽  
Author(s):  
Christopher S. Keator ◽  
B. L. Dickinson ◽  
W. L. Lackey ◽  
A. Morris ◽  
K. M. Quesnelle ◽  
...  
Keyword(s):  
Self Directed Learning ◽  
New Approach ◽  
Directed Learning ◽  
Competency Based

scholarly journals Utility of Web 2.0 tools for self-directed learning among first year MBBS Students

2017 ◽  
Vol 06 (03) ◽  
pp. 208-214
Author(s):  
Patil Shrish ◽  
S.M Manjunath ◽  
Madhumati Nidoni ◽  
Nagesh Raju G
Keyword(s):  
Web 2.0 ◽  
Online Discussions ◽  
First Year ◽  
Self Directed Learning ◽  
Web 2.0 Tools ◽  
Directed Learning ◽  
Professional Doctor ◽  
Competency Based ◽  
Development Of Competencies ◽  
The Web

Abstract Background and aims: To use Web 2.0 tools for learning human histology by First year MBBS students and thus make them aware of the features of these tools. To assess, by way of a feedback, the utility of the web 2.0 tools as instruments for self- directed learning. Materials and Methods:A questionnaire based longitudinal study was administered to sixty students. Their knowledge level about Web 2.0 tools, Self directed learning and Competency based learning were assessed. Then they were asked to participate in online discussions using Web 2.0 tools. Opinion regarding the utility of these Web 2.0 tools was collected using pre-validated questionnaires. Results: Awareness of Web 2.0 tools and Self-Directed Learning [SDL] was low. Even though students found the Web 2.0 tools to be good instruments for learning of that material which was not taught in routine classes, several students preferred their learning to be guided by teachers. Conclusion: Web 2.0 tools are good instruments for Self Directed Learning which leads to better development of competencies required of a professional doctor. Web 2.0 tools need to be integrated into our current curriculum to be fully utilised. These tools are yet to find acceptance by the students.

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