Details

Autor(en) / Beteiligte

• Passman, Jesse E.
• Khue, Dang Kim
• Thanh, Quang Nguyen
• Yi, William
• Temel, Deren
• Roberson, Jeffrey L.
• Wachtel, Heather
• Gaulton, Glen N.
• Morrison, Gail
• Brooks, Ari D.

Titel

Collaborative Development and Implementation of a Hybrid Virtual Surgery Clerkship Curriculum in a Vietnamese Medical School

Ist Teil von

• Journal of surgical education, 2024-05

Ort / Verlag

United States: Elsevier Inc

Erscheinungsjahr

2024

Link zum Volltext

Quelle

Alma/SFX Local Collection

Beschreibungen/Notizen

• •We developed and deployed a hybrid virtual surgery clerkship curriculum at the youngest medical university in Vietnam.•The creation and delivery of virtual lecture materials, a faculty development course, and effective feedback mechanisms were key components of these efforts.•This model was feasible to implement with potential for broad applicability to future collaborations between established and nascent medical universities. To collaboratively develop a hybrid virtual curriculum for a medical school surgery clerkship within an emerging medical university in Vietnam. A hybrid virtual surgery clerkship curriculum was collaboratively developed by Vietnamese and American surgeons as part of an international partnership between their respective universities. A set of 25 virtual lectures with associated materials were created and deployed in tandem with live, in-person review and skills sessions. Student quantitative and qualitative evaluation methods were developed and deployed to allow continuous iteration. A 6-month course was deployed to develop surgical faculty into effective teachers. The curriculum was deployed at VinUniversity College of Health Sciences, the youngest medical university in Vietnam. It was developed in collaboration with the University of Pennsylvania Perelman School of Medicine. Each cohort of 12 students in the surgical clerkship will participate in the curriculum. The development of this hybrid surgical clerkship in Vietnam leveraged local resources and expertise with those available remotely. Lessons learned are directly applicable to future collaborative curriculum development efforts at other emerging medical schools.