METHODS: The tutors and residents were divided into groups and met virtually between June and September 2020. Evaluations and session reports collected during the program, the text of an online chat, and responses to an online survey two years later were collected. Using thematic analysis techniques, we evaluated the value for the residents at the time and two years later and identified factors that facilitated or impaired a positive virtual learning environment.
RESULTS: Themes of knowledge, skills, attitudes, cultural disconnects, and tutorial logistics emerged. The group with the most stable tutor pairing, including one Arabic-speaker familiar with the context, was the most engaged. The all-female group formed a chat group to share real-time case questions during clinical practice and focused on skills (e.g. conducting a thorough medication review) and attitudes (e.g. open to sharing and discussing uncertainties). Other groups were less cohesive.
CONCLUSIONS: Transnational tutorials that focused on clinical thinking and decision-making skills were most successful when the tutorial pair was stable, offered familiarity with the language and addressed cultural differences. Intrinsic factors such as lacking the motivation to participate and extrinsic factors such as unstable internet and rolling electric cuts, and clinical structures that made applying new skills challenging were more difficult to address but must be considered.
方法:导师和居民被分成几组,几乎在2020年6月至9月之间会面。在计划期间收集的评估和会议报告,网上聊天的文本,并收集了两年后对在线调查的回应。使用主题分析技术,我们评估了当时和两年后居民的价值,并确定了促进或损害积极虚拟学习环境的因素。
结果:知识主题,技能,态度,文化脱节,和教程物流应运而生。导师配对最稳定的群体,包括一名熟悉上下文的阿拉伯语使用者,是最订婚的。全女性小组组成了一个聊天小组,在临床实践中分享实时病例问题,并专注于技能(例如进行全面的药物审查)和态度(例如开放分享和讨论不确定性)。其他群体的凝聚力较低。
结论:专注于临床思维和决策技能的跨国教程在教程对稳定时最成功,提供熟悉的语言和解决文化差异。内在因素,如缺乏参与动力,外在因素,如不稳定的互联网和滚动电切,而使新技能应用具有挑战性的临床结构更难以解决,但必须加以考虑。