ArticleMedEdPublish (2016)2021
Virtual Supervision in a Family Medicine Residency Program: Lessons from the Early Stages of a Pandemic!
Article in MedEdPublish (2016), 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- A national qualitative investigation of the impact of service change on doctors' training during Covid-19.BMC medical education · 2023Article
- Harnessing the disruption on medical trainee education due to COVID-19 in New South Wales, Australia.MedEdPublish (2016) · 2022Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
This article was migrated. The article was marked as recommended. The landscape of postgraduate education in a family medicine residency changed abruptly with the onset of the pandemic in March 2020. The early weeks and months of the pandemic have highlighted some short-fallings in virtual supervision that were not anticipated based upon our previous ways of teaching. In order to support the essential components of family medicine postgraduate teaching, curricular and program structural changes are required (which will likely translate into further iterative improvements). This opinion piece highlights some early changes in our large Canadian Family Medicine Residency Program, combining our early reflections on virtual supervision, the practicalities of on-the-ground teaching, and the existing concepts from the literature supporting effective medical teaching.
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Registered trials
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