TY - JOUR
T1 - Forming the Hematology-Oncology Collaborative Videoconferencing (CO-VID) Learning Initiative
T2 - Experiential Lessons Learned From a Novel Trainee-Led Multidisciplinary Virtual Learning Platform
AU - Martin, Richard L.
AU - Grant, Michael J.
AU - Kimani, Stephen
AU - Midha, Shonali
AU - May, Jori
AU - Patell, Rushad
AU - Collier, Emily
AU - Furfaro, David
AU - Bodine, Charles
AU - Reap, Leo
AU - Shah, Nikesh
AU - DeLaune, Jess
AU - Brusca, Samuel
AU - Olazagasti, Coral
AU - Goyal, Shreya
AU - Rubinstein, Samuel
AU - Hakim, Nausheen
AU - Qin, Shuai
AU - Browning, Sabrina L.
AU - Sena, Laura
AU - Gilbert, Jill
AU - Davidson, Mario
AU - Lovly, Christine M.
AU - Seetharamu, Nagashree
AU - Rangachari, Deepa
AU - Murphy, Martina
AU - Chatwal, Monica
AU - Paschal, Rita
AU - Henry, Elizabeth
AU - Collichio, Frances
AU - Green, Jennifer R.
N1 - Publisher Copyright:
© 2021 by American Society of Clinical Oncology.
PY - 2022/1/1
Y1 - 2022/1/1
N2 - PURPOSE COVID-19 challenged medical practice and graduate medical education. Building on previous initiatives, we describe and reflect on the formative process and goals of the Hematology-Oncology Collaborative Videoconferencing Learning Initiative, a trainee-led multi-institutional virtual COVID-19 learning model. METHODS Clinical fellows and faculty from 13 US training institutions developed consensus needs, goals, and objectives, recruited presenters, and generated a multidisciplinary COVID-19 curriculum. Weekly Zoom conferences consisted of two trainee-led instructional segments and a trainee-moderated faculty Q&A panel. Hematology-oncology training program faculty and trainees were the targeted audience. Leadership evaluations consisted of anonymized baseline and concluding mixed methods surveys. Presenter evaluations consisted of session debriefs and two structured focus groups. Conference evaluations consisted of attendance, demographics, and pre- or postmultiple-choice questions on topic learning objectives. RESULTS In 6 weeks, the initiative produced five conferences: antivirals, anticoagulation, pulmonology, provider resilience, and resource scarcity ethics. The average attendance was 100 (range 57-185). Among attendees providing both pre- and postconference data, group-level knowledge appeared to increase: antiviral (n 5 46) pre-/postcorrect 82.6%/97.8% and incorrect 10.9%/2.2%, anticoagulation (n 5 60) pre-/postcorrect 75%/ 93.3% and incorrect 15%/6.7%, and pulmonary (n 5 21) pre-/postcorrect 66.7%/95.2% and incorrect 33.3%/ 4.8%. Although pulmonary management comfort appeared to increase, comfort managing of antivirals and anticoagulation was unchanged. At the conclusion of the pilot, leadership trainees reported improved self-confidence organizing multi-institutional collaborations, median (interquartile range) 58.5 (50-64) compared with baseline 34 (26-39), but did not report improved confidence in other educational or leadership skills. CONCLUSION During crisis, trainees built a multi-institutional virtual education platform for the purposes of sharing pandemic experiences and knowledge. Accomplishment of initiative goals was mixed. Lessons learned from the process and goals may improve future disaster educational initiatives.
AB - PURPOSE COVID-19 challenged medical practice and graduate medical education. Building on previous initiatives, we describe and reflect on the formative process and goals of the Hematology-Oncology Collaborative Videoconferencing Learning Initiative, a trainee-led multi-institutional virtual COVID-19 learning model. METHODS Clinical fellows and faculty from 13 US training institutions developed consensus needs, goals, and objectives, recruited presenters, and generated a multidisciplinary COVID-19 curriculum. Weekly Zoom conferences consisted of two trainee-led instructional segments and a trainee-moderated faculty Q&A panel. Hematology-oncology training program faculty and trainees were the targeted audience. Leadership evaluations consisted of anonymized baseline and concluding mixed methods surveys. Presenter evaluations consisted of session debriefs and two structured focus groups. Conference evaluations consisted of attendance, demographics, and pre- or postmultiple-choice questions on topic learning objectives. RESULTS In 6 weeks, the initiative produced five conferences: antivirals, anticoagulation, pulmonology, provider resilience, and resource scarcity ethics. The average attendance was 100 (range 57-185). Among attendees providing both pre- and postconference data, group-level knowledge appeared to increase: antiviral (n 5 46) pre-/postcorrect 82.6%/97.8% and incorrect 10.9%/2.2%, anticoagulation (n 5 60) pre-/postcorrect 75%/ 93.3% and incorrect 15%/6.7%, and pulmonary (n 5 21) pre-/postcorrect 66.7%/95.2% and incorrect 33.3%/ 4.8%. Although pulmonary management comfort appeared to increase, comfort managing of antivirals and anticoagulation was unchanged. At the conclusion of the pilot, leadership trainees reported improved self-confidence organizing multi-institutional collaborations, median (interquartile range) 58.5 (50-64) compared with baseline 34 (26-39), but did not report improved confidence in other educational or leadership skills. CONCLUSION During crisis, trainees built a multi-institutional virtual education platform for the purposes of sharing pandemic experiences and knowledge. Accomplishment of initiative goals was mixed. Lessons learned from the process and goals may improve future disaster educational initiatives.
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U2 - 10.1200/OP.20.00960
DO - 10.1200/OP.20.00960
M3 - Article
C2 - 34242082
AN - SCOPUS:85123648339
SN - 2688-1527
VL - 18
SP - E36-E46
JO - JCO Oncology Practice
JF - JCO Oncology Practice
IS - 2
ER -