Abstract
ABSTRACTResident education in emergency medicine (EM) relies upon a variety of teaching platforms and mediums, including real-life clinical scenarios, simulation, academic day (lectures, small group sessions), journal clubs, and teaching learners. However, the coronavirus disease 2019 (COVID-19) pandemic has disrupted teaching and learning, forcing programs to adapt to ensure residents can progress in their training.1 Suddenly, academic days cannot be held in person, emergency department (ED) volumes are dynamically changing, and the role of residents in ED procedures has been questioned. Furthermore, medical student rotations through the ED have been cancelled, decreasing resident exposure to undergraduate teaching. These changes to resident education threaten resident wellness and will have downstream effects on training and personal professional development. In response, programs must develop strategies to ensure that residents continue receiving high-quality training in a safe learning environment. In this review, we will cover recommended strategies put forth by two large EM programs in Ontario (Table 1).
Highlights
VIRTUAL ACADEMIC SESSIONSAcademic sessions (case-based and didactic-style core rounds, journal club) have traditionally been held in person
Resident education in emergency medicine (EM) relies upon a variety of teaching platforms and mediums, including real-life clinical scenarios, simulation, academic day, journal clubs, and teaching learners
Residents are unable to attend sessions at simulation centres due to COVID-19 restrictions, simulation continues to play an important role in resident education
Summary
Academic sessions (case-based and didactic-style core rounds, journal club) have traditionally been held in person. With COVID-19, some programs have transitioned to host these virtually via videoconference software. From the *Department of Emergency Medicine, University of Ottawa, Ottawa, ON; and †Department of Emergency Medicine, Queen’s University, Kingston, ON.
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