Resident learning during a pandemic: Recommendations for training programs

• Published in: Canadian Journal of Emergency Medicine 2020-09, Vol.22 (5), p.617-621
• Main Authors: Mok, Garrick, Schouela, Nicholas, Thurgur, Lisa, Ho, Michael, Hall, Andrew K., Caudle, Jaelyn, Rosenberg, Hans, Syed, Shahbaz
• Format: Article
• Language: English
• Subjects: Active learning; Coronaviruses; COVID-19; Educational Innovation; Intubation; Medical education; Medical residencies; Medical students; Pandemics; Physicians; Simulation; Teaching methods
• ISSN: 1481-8035; 1481-8043
• DOI: 10.1017/cem.2020.435

Resident 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).