Abstract
Synchronous learning for synchronous teaching: lessons learned from creating an online seminar to help physician educators develop best practices for synchronous online instruction
Highlights
Henry Ford Hospital (HFH), a large urban teaching hospital in Detroit, Michigan, was a major "hotspot" during the COVID-19 surge in March-April 2020 (Chapman, Bosman and Eligan, 2020; Nichols, 2020)
While medical training is a major activity at HFH, with over 50 residency and fellowship programs, formal teaching activities were severely interrupted in mid-March when the hospital received an overwhelming surge of COVID-19 patients
Physician educators sought to continue some semblance of formal medical training by using remote delivery methods
Summary
Henry Ford Hospital (HFH), a large urban teaching hospital in Detroit, Michigan, was a major "hotspot" during the COVID-19 surge in March-April 2020 (Chapman, Bosman and Eligan, 2020; Nichols, 2020). HFH has a dedicated team of professional instructional designers who provide support for all graduate medical education (GME) activities. Nationwide, GME activities have been affected, causing great concern to educators and trainees alike (Gill, Whitehead and Wondimagegn, 2020; Li, Xv and Yan, 2020; Newman and Lattouf, 2020), highlighting a significant need to expand training in using online approaches The aim of this Practical Tips article is to provide a working template for medical educators who want to create their own synchronous learning support course. For synchronous courses designed for teaching medical trainees, learning outcome evaluation is a crucial aspect similar to in-person education. As with any course, providing tangible takeaways will help participants solidify and implement their learning These can include offering CME credits (which takes additional pre-planning), a checklist of take-home messages, lists of resources, and study guides. An assessment or survey is helpful for improving future iterations of a course
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