medigraphic.com
ISSN 2007-5057 (Print)
Investigación en Educación Médica

2020, Number 35

<< Back Next >>

Inv Ed Med 2020; 9 (35)

Preparing to Help: Response Strategy of Schools of Medicine and Health Sciences to COVID-19 Pandemic

Valdez-García JE, López CMV, Jiménez MMÁ, Díaz EJA, Dávila RJAG, Olivares OSL

Language: Spanish
References: 39
Page: 85-95
PDF size: 550.32 Kb.


ABSTRACT

The pandemic declared by the World Health Organization impacts multiple economic and social sectors, including health care services and higher education. Especially, the Faculties of Medicine and Health Sciences are struggling with the duality of training socially responsible healthcare professionals, protecting their physical and emotional integrity, and contributing to the vulnerable scenarios. Faculty members face an imminent increase in health care needs for infected patients according to the estimates of experts and authorities, resulting in and high risk and saturation of work.
This document proposes a guideline as an action plan to face the expansion of COVID-19. First, the Protection and safety of the educational community should be privileged by suspending clinical training activity with the purpose of training. Secondly, Academic continuity should be performed with distance education, considering stages of preparation, design, implementation, and evaluation. It is imperative an intensive use of technology, digital resources, and application of virtual simulation scenarios. A third component is the Communication and emotional follow-up of the academic community to mitigate the anxiety, uncertainty, and loneliness for students, teachers, parents, and support staff. Finally, the Response and social responsibility is part of the Medical and Health Sciences mission. Health professionals can contribute to the education, prevention, and support of people impacted by the pandemic situation. Students learn new competencies during this process. The conclusion relates to the opportunity to reconcile through unique approaches the clinical work and the need for support for this new reality.


REFERENCES

  1. UNESCO. COVID-19 Educational Disruption and Response [Internet]. UNESCO. 2020 [cited 25 March 2020]. Disponible en: https://en.unesco.org/themes/educationemergencies/ coronavirus-school-closures

  2. CDC. WHO Pandemic Declaration. Centers for Disease Control and Prevention [Internet]. Cdc.gov. 2020 [cited 25 March 2020]. Disponible en: https://www.cdc.gov/h1n1flu/who/

  3. Shyy W. How university inventions are fighting COVID-19 [Internet]. World Economic Forum. 2020 [cited 25 March 2020]. Disponible en: https://www.weforum.org/agenda/ 2020/03/how-can-universities-fight-coronavirus/

  4. Riquelme Pérez A, Püschel Illanes K, Díaz Piga L, Rojas Donoso V, Perry Vives A, Sapag Muñoz J. Responsabilidad social en América Latina: camino hacia el desarrollo de un instrumento para escuelas de medicina. Investigación en Educación Médica. 2017;6(22):135.

  5. Puschel K, Rojas P, Erazo A, Thompson B, Lopez J, Barros J. Social accountability of medical schools and academic primary care training in Latin America: principles but not practice. Family Practice. 2014;31(4):399-408.

  6. Asociación Mexicana de Facultades y Escuelas de Medicina. Comunicado importante Covid-19 [Internet]. Amfem.edu. mx. 2020 [cited 25 March 2020]. Disponible en: http://www. amfem.edu.mx/index.php/acerca/comunicados

  7. Villegas-Chiroque M. Pandemia de COVID-19: pelea o huye. Revista Experiencia en Medicina del Hospital Regional Lambayeque. 2020;6(1).

  8. Olivares Olivares SL, Jiménez Martínez MA, López Cabrera MV, Díaz Elizondo JA, Valdez-García J. Aprendizaje centrado en las perspectivas del paciente: el caso de las escuelas de medicina en México. Educación Médica. 2017;18(1):37-43.

  9. HSM Harvard. Coronavirus [Internet]. Hms.harvard.edu. 2020 [cited 25 March 2020]. Disponible en: https://hms. harvard.edu/coronavirus

  10. Stanford Medicine. COVID-19 [Internet]. Stanford Medicine. 2020 [cited 25 March 2020]. Disponible en: https://med. stanford.edu/covid19.html

  11. Whelan A, Prescott J, Young G, Catanese V.). Guidance on Medical Students’ Clinical Participation: Effective Immediately [Internet]. Aamc.org. 2020 [cited 25 March 2020]. Disponible en: https://www.aamc.org/system/files/2020-03/ Guidance%20on%20Student%20Clinical%20Participation% 203.17.20%20Final.pdf

  12. World Bank. Hospital beds (per 1,000 people) | Data [Internet]. Data.worldbank.org. 2020 [cited 25 March 2020]. Disponible en: https://data.worldbank.org/indicator/sh.med. beds.zs

  13. Gomez-Zermeno M, Aleman De la Garza L. Research analysis on Mooc course dropout and retention rates. Turkish online journal of distance education. 2016;17(2): 3-14.

  14. Bali M. MOOC Pedagogy: Gleaning Good Practice from Existing MOOCs. MERLOT Journal of Online Learning and Teaching. 2014;10(1):44-56.

  15. Suárez N, Najar J. Evolución de las tecnologías de información y comunicación en el proceso de enseñanza-aprendizaje. Vínculos. 2014;11(1):209-220.

  16. López Cabrera MV, Hernández-Rangel E, Mejía Mejía GP, Cerano Fuentes J. Factores que facilitan la adopción de tecnología educativa en escuelas de medicina. Educación Médica. 2017;20:3-9.

  17. Olivares Olivares SL, Garza Cruz A, López Cabrera MV, Suárez Regalado A. An Assessment Study of Quality Model for Medical Schools in Mexico. In: Siran Mukerji M, Purnnedu T, ed. by. Handbook of Research on Administration, Policy, and Leadership in Higher Education. 1st ed. Pennsyvania: IGI Global; 2017.

  18. Olivares-Olivares S, Garza-Cruz A, Valdez-García J. Etapas del modelo incremental de calidad: un análisis de las escuelas de medicina en México. Investigación en Educación Médica. 2016;5(17):24-31.

  19. Delaney H, Lucero P, Maves R, Lawler J, Maddry J, Biever K et al. Ebola Virus Disease Simulation Case Series. Simulation in Healthcare: The Journal of the Society for Simulation in Healthcare. 2016;11(2):106-116.

  20. Berman A, Biguet G, Stathakarou N, Westin-Hägglöf B, Jeding K, McGrath C et al. Virtual Patients in a Behavioral Medicine Massive Open Online Course (MOOC): A Qualitative and Quantitative Analysis of Participants’ Perceptions. Academic Psychiatry. 2017;41(5):631-641.

  21. Tramonte L, Willms J. Anxiety and Emotional Discomfort in the School Environment: The Interplay of School Processes, Learning Strategies, and Children’s Metal Health. Maddock Public Health: Social and Behavioral Health [Internet]. 2012 [cited 26 March 2020]. Disponible en: https://www. intechopen.com/books/public-health-social-and-behavioral- health/anxiety-and-depression-in-the-school-environment- the-interplay-of-school-processes-learning-strateis

  22. Learning Communities Institute. Role of Learning Comunities During COVID-19 [Internet]. Learningcommunitiesinstitute. org. 2020 [cited 26 March 2020]. Disponible en: http://learningcommunitiesinstitute.org/

  23. Murray C. A Collaborative Approach to Meeting the Psychosocial Needs of Children During an Influenza Pandemic. Journal for Specialists in Pediatric Nursing. 2010;15(2):135- 143.

  24. Ng S, Chan T, Chan C, Lee A, Yau J, Chan C et al. Group Debriefing for People with Chronic Diseases During the SARS Pandemic: Strength-Focused and Meaning-Oriented Approach for Resilience and Transformation (SMART). Community Mental Health Journal. 2006;42(1).

  25. CDC. Get Your School Ready for Pandemic Flu. Center for Disease, Control and Prevention. Atlanta, GA: Community Interventions for Infection Control Unit, Division of Global Migration and Quarantine, National Center for Emerging and Zoonotic Infectious Diseases, Centers for Disease Control and Prevention. [Internet]. Cdc.gov. 2017 [cited 26 March 2020]. Disponible en: https://www.cdc.gov/nonpharmaceutical- interventions/pdf/gr-pan-flu-ed-set.pdf

  26. López Cabrera MV, Olivares Olivares SL, Heredia Escorza Y. Professional Culture in Medical Schools: A Medical Educator Interpretation. Medical Science Educator. 2020. DOI: 10.1007/s40670-019-00896-x

  27. Aguirre E, Castellanos F, Galicia H, González A, Jarquín O, Ojeda C et al. Perfil por competencias docentes del profesor de medicina [Internet]. Asociación Mexicana de Facultades y Escuelas de Medicina; 2020. Disponible en: http://dcs. uqroo.mx/documentos/competenciasdocprofmed.pdf

  28. GCSA. Global Consensus for Social Accountability of Medical Schools [Internet]. Healthsocialaccountability.org. 2010 [cited 26 March 2020]. Disponible en: https://healthsocialaccountability. org/

  29. Olivares Olivares SL, Garza Cruz A, López Cabrera MV, Suárez Regalado A. Evaluación del liderazgo organizacional y directivo en las escuelas de medicina en México. Innovación Educativa. 2016;16(70):131-150.

  30. Van D, McLaws M, Crimmins J, MacIntyre C, Seale H. University life and pandemic influenza: Attitudes and intended behaviour of staff and students towards pandemic (H1N1) 2009. BMC Public Health. 2010;10(1).

  31. CDC. Coronavirus Disease 2019 (COVID-19) - Interim Guidance for Businesses and Employers [Internet]. Centers for Disease Control and Prevention. 2020 [cited 26 March 2020]. Disponible en: https://www.cdc.gov/coronavirus/2019-ncov/ community/guidance-business-response.html

  32. Olivares Olivares SL, López Cabrera MV, Valdez-García JE. Aprendizaje basado en retos: una experiencia de innovación para enfrentar problemas de salud pública. Educación Médica. 2018;19:230-237.

  33. Olivares Olivares SL, Adame E, Treviño J, López Cabrera MV, Turrubiates ML. Action learning: challenges that impact employability skills. Higher Education, Skills and Work-Based Learning. 2019;10(1):203-216.

  34. Balkhy H, Abolfotouh M, Al-Hathlool R, Al-Jumah M. Awareness, attitudes, and practices related to the swine influenza pandemic among the Saudi public. BMC Infectious Diseases. 2010;10(1).

  35. Abreu L, Cid A, Herrera G, Manuel J, Laviada R, Rodríguez C et al. Perfil de competencias del médico general mexicano. México: Asociación Mexicana de Facultades y Escuelas de Medicina; 2008.

  36. Olivares Olivares S, Valdez García J. Aprendizaje centrado en el paciente: Cuatro perspectivas para un abordaje integral. México: Editorial Médica Panamericana; 2017.

  37. Evolve. Information Center: Remote teaching resources for nursing and healthcare educators. [Internet]. Evolve.elsevier. com. 2020 [cited 26 March 2020]. Disponible en: https:// evolve.elsevier.com/education/educational-trends/coronavirus- resources/

  38. WHO. Coronavirus disease (COVID-19) training: Simulation exercise. [Internet]. Who.int. 2020 [cited 26 March 2020]. Disponible en: https://www.who.int/emergencies/diseases/ novel-coronavirus-2019/training/simulation-exercise

  39. Sadique M, Edmunds W, Smith R, Meerding W, de Zwart O, Brug J et al. Precautionary Behavior in Response to Perceived Threat of Pandemic Influenza. Emerging Infectious Diseases. 2007;13(9):1307-1313.




2020     |     www.medigraphic.com