FRINK Linked Data Fragments server

Matches in SemOpenAlex for { <https://semopenalex.org/work/W3016827963> ?p ?o ?g. }

• W3016827963 endingPage "1137" @default.
• W3016827963 startingPage "1135" @default.
• W3016827963 abstract "The coronavirus disease 2019 (COVID-19) pandemic has and will continue to have a dramatic effect on the world and how we function as communities and societies. One area that has been substantially affected is education at all levels, including both undergraduate and graduate medical education. Medical students in their first and second (preclinical) years have been transitioned to partially or fully electronic curricula at many medical schools, and students in their third and fourth (clinical) years either have been removed from clinical rotations all together or at least have their clinical exposure significantly reduced. Developing and sustaining high-quality methods of education for students no longer enrolled in the traditional medical school classrooms and ward experiences is a major challenge for medical educators. It is also essential that we are successful at responding to this challenge, as the educational development and success of our future physicians depends on it. Much has been written about generational differences in medical education, often framed as a “culture clash” between baby boomer/generation X educators and generation Y (millennial) learners. The millennial generation, born between 1981 and 1996, was the first to grow up with almost lifelong access to the Internet and has been described as “highly educated, optimistic about their future” and invested in “integrity and social responsibility.”1Boysen II, P.G. Daste L. Northern T. Multigenerational challenges and the future of graduate medical education.Ochsner J. 2016; 16: 101-107PubMed Google Scholar However, many of our current medical students, especially preclinical students in their first and second years, are no longer in the millennial generation but in fact part of generation Z (born in 1997 or later). Generation Z is “hyperconnected and facile with computers and the internet,” has “expectations of global learning opportunities,” and consists of “active problem solvers, independent learners, and advocates for social justice…”1Boysen II, P.G. Daste L. Northern T. Multigenerational challenges and the future of graduate medical education.Ochsner J. 2016; 16: 101-107PubMed Google Scholar,2Eckleberry-Hunt J. Lick D. Hunt R. Is medical education ready for generation Z?.J Grad Med Educ. 2018; 10: 378-381Crossref PubMed Scopus (66) Google Scholar Generation Z medical students are projected to prefer more technological integration into learning spaces than previous generations, hope to use their skills to develop ways to address the underlying causes of problems using entrepreneurial and technological approaches, and have a higher need for student counseling services because of increased rates of psychological distress.3Plochocki J.H. Several ways generation Z may shape the medical school landscape.J Med Educ Curric Dev. 2019; 6 (2382120519884325)Crossref PubMed Google Scholar Additionally, evidence establishes that while current medical students frequently use social media for educational purposes, educators often perceive Web-based media as “unsuitable” and even those media viewed more favorably are rarely used as learning tools.4Guraya S.Y. The usage of social networking sites by medical students for educational purposes: a meta-analysis and systematic review.N Am J Med Sci. 2016; 8: 268-278Crossref PubMed Scopus (99) Google Scholar,5Vogelsang M. Rockenbauch K. Wrigge H. Heinke W. Hempel G. Medical education for “generation Z”: everything online?! An analysis of Internet-based media use by teachers in medicine.GMS J Med Educ. 2018; 35: Doc21PubMed Google Scholar The characteristics of generation Z learners will certainly affect education in the COVID-19 pandemic. In fact, many of the preexisting qualities and preferences of generation Z described above may lend themselves to positive developments in this otherwise stressful time. Preclinical students have been transitioned to almost exclusively online learning, which fits well with their preference for technological integration into learning spaces. This is an opportunity for medical educators to build on existing technological platforms (Blackboard,6Scaling to meet the needs of a changing environment. Blackboard website.www.blackboard.comDate accessed: March 29, 2020Google Scholar video lectures, podcasts, etc). Companies focused on educational technology have a considerable opportunity to partner with educational institutions, physician educators, and students to develop new electronic content. Student involvement would allow those with entrepreneurial tendencies to have input into their own educational environment and satisfy generation Z’s need to problem-solve. Students in their clinical years who have been removed from ward rotations should not be left without clinical learning opportunities. As physicians begin to use telehealth (phone calls, video visits, and communication over online medical record applications) to communicate with their patients, students should be included (and instructed) in this learning environment. It is likely that telehealth will persist long after the pandemic recedes—perhaps even as a preferred method of the physician-patient interaction in some situations. Therefore, it is essential that students graduate from medical school well trained in telehealth including technological aspects as well as learning the most professional models of the physician-patient distance interaction. Enterprising students may wish to develop new platforms for telehealth interactions with patients and other medical professionals. This is also an opportunity for innovation and disruption in the area of student evaluation. Use of technologies such as artificial intelligence to classify student–(simulation/real-life) patient tele-interactions as “positive” or “negative” (using “master clinicians” as the criterion standard judge) may allow the identification of clinical and professional behaviors that can be modeled for future learners in telehealth. Finally, our response to student moral distress in the COVID-19 pandemic is essential to address. At baseline, medical students experience high rates of burnout and depression than does the general US population related to their learning and working environments.7Dyrbye L.N. West C.P. Satele D. et al.Burnout among U.S. medical students, residents, and early career physicians relative to the general U.S. population.Acad Med. 2014; 89: 443-451Crossref PubMed Scopus (1154) Google Scholar,8Dyrbye L. Shanafelt T. A narrative review on burnout experienced by medical students and residents.Med Educ. 2016; 50: 132-149Crossref PubMed Scopus (543) Google Scholar The COVID-19 pandemic will likely lead to increased distress given that students’ learning environments and plans for the future changed dramatically in a short period of time. It is essential that educational institutions and medical educators with leadership positions have an active involvement in student distress management. Supportive leaders can work to normalize stress as a response to rapidly changing life circumstances and emphasize that seeking professional help for stress management is a healthy adult response to distress. Schools must also provide adequate (ideally free) access to clinicians trained in stress management. Additionally, as students move to primarily electronic means of communication, online support communities can be developed for both mentorship and leadership updates from educational leaders as well as peer support tools and engagement tools for students. Social networking sites receive positive feedback from medical student learners at baseline,9Cartledge P. Miller M. Phillips B. The use of social-networking sites in medical education.Med Teach. 2013; 35: 847-857Crossref PubMed Scopus (86) Google Scholar,10Cheston C.C. Flickinger T.E. Chisolm M.S. Social media use in medical education: a systematic review.Acad Med. 2013; 88: 893-901Crossref PubMed Scopus (432) Google Scholar and this is an opportunity to develop specialized support communities that will help students manage their emotional and social needs during this period of increased stress. Future studies should address sources of distress during the pandemic and interventions that were particularly successful in mitigating distress, so that these interventions can be adopted by medical educators for future challenging situations. As the medical community fights the COVID-19 pandemic together, we must nourish and protect not only our practicing health care workforce but also our medical trainees, who will become the next generation health care workforce. Generation Z medical students are ready to learn and seek support in new and innovative ways. As educators, we must be ready to help them." @default.
• W3016827963 created "2020-04-24" @default.
• W3016827963 creator A5019568458 @default.
• W3016827963 creator A5067003658 @default.
• W3016827963 date "2020-06-01" @default.
• W3016827963 modified "2023-09-28" @default.
• W3016827963 title "COVID-19: Challenges and Opportunities for Educators and Generation Z Learners" @default.
• W3016827963 cites W2060737215 @default.
• W3016827963 cites W2135758424 @default.
• W3016827963 cites W2159978247 @default.
• W3016827963 cites W2217463225 @default.
• W3016827963 cites W2888625704 @default.
• W3016827963 doi "https://doi.org/10.1016/j.mayocp.2020.04.015" @default.
• W3016827963 hasPubMedCentralId "https://www.ncbi.nlm.nih.gov/pmc/articles/7167570" @default.
• W3016827963 hasPubMedId "https://pubmed.ncbi.nlm.nih.gov/32376100" @default.
• W3016827963 hasPublicationYear "2020" @default.
• W3016827963 type Work @default.
• W3016827963 sameAs 3016827963 @default.
• W3016827963 citedByCount "59" @default.
• W3016827963 countsByYear W30168279632020 @default.
• W3016827963 countsByYear W30168279632021 @default.
• W3016827963 countsByYear W30168279632022 @default.
• W3016827963 countsByYear W30168279632023 @default.
• W3016827963 crossrefType "journal-article" @default.
• W3016827963 hasAuthorship W3016827963A5019568458 @default.
• W3016827963 hasAuthorship W3016827963A5067003658 @default.
• W3016827963 hasBestOaLocation W30168279631 @default.
• W3016827963 hasConcept C116675565 @default.
• W3016827963 hasConcept C126322002 @default.
• W3016827963 hasConcept C159047783 @default.
• W3016827963 hasConcept C17744445 @default.
• W3016827963 hasConcept C199539241 @default.
• W3016827963 hasConcept C2777914695 @default.
• W3016827963 hasConcept C2778137277 @default.
• W3016827963 hasConcept C2779134260 @default.
• W3016827963 hasConcept C2779473830 @default.
• W3016827963 hasConcept C2909376813 @default.
• W3016827963 hasConcept C3006700255 @default.
• W3016827963 hasConcept C3007834351 @default.
• W3016827963 hasConcept C3008058167 @default.
• W3016827963 hasConcept C509550671 @default.
• W3016827963 hasConcept C524204448 @default.
• W3016827963 hasConcept C71924100 @default.
• W3016827963 hasConcept C89623803 @default.
• W3016827963 hasConceptScore W3016827963C116675565 @default.
• W3016827963 hasConceptScore W3016827963C126322002 @default.
• W3016827963 hasConceptScore W3016827963C159047783 @default.
• W3016827963 hasConceptScore W3016827963C17744445 @default.
• W3016827963 hasConceptScore W3016827963C199539241 @default.
• W3016827963 hasConceptScore W3016827963C2777914695 @default.
• W3016827963 hasConceptScore W3016827963C2778137277 @default.
• W3016827963 hasConceptScore W3016827963C2779134260 @default.
• W3016827963 hasConceptScore W3016827963C2779473830 @default.
• W3016827963 hasConceptScore W3016827963C2909376813 @default.
• W3016827963 hasConceptScore W3016827963C3006700255 @default.
• W3016827963 hasConceptScore W3016827963C3007834351 @default.
• W3016827963 hasConceptScore W3016827963C3008058167 @default.
• W3016827963 hasConceptScore W3016827963C509550671 @default.
• W3016827963 hasConceptScore W3016827963C524204448 @default.
• W3016827963 hasConceptScore W3016827963C71924100 @default.
• W3016827963 hasConceptScore W3016827963C89623803 @default.
• W3016827963 hasIssue "6" @default.
• W3016827963 hasLocation W30168279631 @default.
• W3016827963 hasLocation W30168279632 @default.
• W3016827963 hasLocation W30168279633 @default.
• W3016827963 hasOpenAccess W3016827963 @default.
• W3016827963 hasPrimaryLocation W30168279631 @default.
• W3016827963 hasRelatedWork W3003901880 @default.
• W3016827963 hasRelatedWork W3004511262 @default.
• W3016827963 hasRelatedWork W3012050440 @default.
• W3016827963 hasRelatedWork W3036899716 @default.
• W3016827963 hasRelatedWork W3042427510 @default.
• W3016827963 hasRelatedWork W3045573749 @default.
• W3016827963 hasRelatedWork W3128585611 @default.
• W3016827963 hasRelatedWork W4280491013 @default.
• W3016827963 hasRelatedWork W4310828482 @default.
• W3016827963 hasRelatedWork W3107152225 @default.
• W3016827963 hasVolume "95" @default.
• W3016827963 isParatext "false" @default.
• W3016827963 isRetracted "false" @default.
• W3016827963 magId "3016827963" @default.
• W3016827963 workType "article" @default.