{"pk":15516,"title":"An Effective COVID-19 Medical Student Elective","subtitle":null,"abstract":"Background:\n The COVID-19 pandemic has revealed the importance of teaching medical students pandemic preparedness and COVID-19 related clinical knowledge. To fill the gap of COVID-19 instruction backed by evaluation data, we present a comprehensive COVID-19 pilot curriculum with multiple levels of evaluation data. \nMethods:\n In the spring of 2020, the University of California, Irvine (UCI) School of Medicine piloted a two-week, primarily asynchronous COVID-19 elective course for medical students. The goal of the course is to provide a foundation in clinical care for COVID-19 while introducing students to emerging issues of a modern pandemic. Objectives align with institutional objectives, and instruction is delivered in thematic modules. Our curriculum utilizes numerous instructional strategies effective in distance learning including independent learning modules (ILM), reading, video lectures, discussion board debates, simulation and evidence-based argument writing. We designed a three-level, blended evaluation plan grounded in the Kirkpatrick and Kirkpatrick evaluation model that assessed student satisfaction, relevance, confidence, knowledge and behavior. \nResults:\n Our end of course survey revealed that students had high levels of satisfaction with the curriculum, and felt the course was relevant to their clinical education. Various assessment tools showed excellent levels of knowledge attainment. All respondents rated themselves as highly confident with the use of personal protective equipment, though fewer were confident with ventilator management. \nConclusion:\n Overall our pilot showed that we were able to deliver relevant, satisfying COVID-19 instruction while allowing students to demonstrate knowledge and desired behaviors in COVID-19 patient care.","language":"en","license":{"name":"Creative Commons Attribution 4.0","short_name":"CC BY 4.0","text":"Attribution — You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.\r\n\r\nNo additional restrictions — You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.","url":"https://creativecommons.org/licenses/by/4.0"},"keywords":[{"word":"COVID-19"},{"word":"Medical Education"}],"section":"Education Special Issue - Educational Advances (Limit 3500 words)","is_remote":true,"remote_url":"https://escholarship.org/uc/item/5rq4g4vs","frozenauthors":[{"first_name":"Gabriel","middle_name":"","last_name":"Sudario","name_suffix":"","institution":"University of California, Irvine, Department of Emergency Medicine, Irvine, California","department":"None"},{"first_name":"Warren","middle_name":"","last_name":"Wiechmann","name_suffix":"","institution":"University of California, Irvine, Department of Emergency Medicine, Irvine, California","department":"None"},{"first_name":"Julie","middle_name":"","last_name":"Youm","name_suffix":"","institution":"University of California, Irvine, School of Medicine, Medical Education, Irvine, California","department":"None"},{"first_name":"Khanh-Van","middle_name":"","last_name":"Le-Bucklin","name_suffix":"","institution":"University of California, Irvine, School of Medicine, Medical Education, Irvine, California","department":"None"}],"date_submitted":"2021-06-14T21:53:19Z","date_accepted":"2021-06-14T21:53:19Z","date_published":"2022-01-04T03:28:36Z","render_galley":null,"galleys":[{"label":"","type":"pdf","path":"https://journalpub.escholarship.org/westjem/article/15516/galley/7806/download/"}]}