Use of Team Management software to optimize communication and organization of a psychiatry clinical placement.
Resumo
Effective communication and organization are essential for ensuring quality clinical education in undergraduate medical training, including clinical placements. This study analyzes the use of Microsoft Teams (MT) as a tool to enhance communication and organization during a clinical placement. MT was used for organizational and communicational purposes as well as to facilitate the implementation of complementary teaching activities of psychiatry placements for final-year medical students at the University of Valencia. Students were included in a Team for their clerkship period and university hospital. Communication was possible through the General Channel of the Team and a Chat. Important files for the organization of the clerkship were shared using the platform and activities were integrated using the Tasks function. The number of days on which students connected to their Team were registered. Global and weekly percentage days of connection were calculated. Interactions within the General Channel of the Team were also registered. 118 students completed a four-week rotation in two university hospitals. 100% connected to MT during the clerkship. 93.2% connected, at least, 15% of the days. The median of percentages of access to the Team was 39.1% (IQR = 33.7). Engagement levels varied across weeks (p < .001, what was coherent with the clerkship’s structure). 76% of students interacted at least once within the General Channel. Most interactions (63%) were responses to previous commentaries and 100% of them had an organizational purpose. The use of MT was moderate and adjusted to the structure of the placement. Results suggest that Team Management software is a useful tool that can be adapted to fulfill the complex organizational and communication needs of clinical placements.
Downloads
Metrics
Referências
Hattie, J., & Timperley, H. The power of feedback. Rev Educ Res.. 2007, 77, 81-112. https://doi.org/10.3102/003465430298487
Lenis, P. M. C., Fernández, A. L. V., Ruiz, M. G. M., Velasco, S. J. J., & Sánchez, B. E. B. Learnings built by students during their training practices in health: the recognition of a human formation. Rev Investig. Educ.. 2023, 41(2), 573-591. https://doi.org/10.6018/rie.573791
World Federation for Medical Education. Basic Medical Education WFME Global Standards for Quality Improvement: The 2020 Revision. 2020. Retrieved from www.wfme.org (accessed January 13, 2025)
Park, E. W. Comparison of medical students’ satisfaction with family medicine clerkships between university hospitals and community hospitals or clinics. Korean J Fam Med. 2016, 37(6), 340-345. https://doi.org/10.4082/kjfm.2016.37.6.340
Granda Piñán, A. R., & Rojo Bofill, L. M. Los Entornos Innovadores de Aprendizaje como respuesta a los retos educativos del siglo XXI. Res educ learn innov arch.. 2024, (32), 33-35. https://doi.org/10.7203/realia.32.27310
Henderson, D., Woodcock, H., Mehta, J., Khan, N., Shivji, V., Richardson, C., et al. Keep calm and carry on learning: using Microsoft Teams to deliver a medical education programme during the COVID-19 pandemic. Future Healthc J.. 2020, 7(3), e67-e70. https://doi.org/10.7861/fhj.2020-0071
Savage, D. J. The COVID-19 pandemic as a catalyst for medical education innovation: A learner’s perspective. FASEB BioAdvances. 2021, 3(6), 449-455. https://doi.org/10.1096/fba.2021-00034
Durak, H. I., Vatansever, K., Van Dalen, J., & Van Der Vleuten, C. Factors determining students’ global satisfaction with clerkships: An analysis of a two-year students’ ratings database. Adv Health Sci Educ. 2008, 13(4), 495-502. https://doi.org/10.1007/s10459-007-9066-5
Ten Eyck, R. P., Tews, M., & Ballester, J. M. Improved Medical Student Satisfaction and Test Performance With a Simulation-Based Emergency Medicine Curriculum: A Randomized Controlled Trial. Ann Emerg Med.. 2009, 54(5), 684-691. https://doi.org/10.1016/j.annemergmed.2009.03.025
Rojo-Bofill, L. M., Sánchez-García, P., García-Vega, R., Fernández-Rodríguez, A., & López-Crespo, P. Representación del riesgo suicida y su exploración en una simulación realizada por estudiantes de Medicina. Psiquiatr Biol. 2024, 31(3), 100487. https://doi.org/10.1016/j.psiq.2024.100487
Rajaram, A., Olory, C., Leduc, V., Evaristo, G., Coté, K., Isenberg, J., et al. An integrated virtual pathology education platform developed using Microsoft Power Apps and Microsoft Teams. J Pathol Inform. 2022, 13, 100156. https://doi.org/10.1016/j.jpi.2022.100156
Connolly, M., Iohom, G., O’Brien, N., Volz, J., O’Muircheartaigh, A., Serchan, P., et al. Delivering clinical tutorials to medical students using the Microsoft HoloLens 2: A mixed-methods evaluation. BMC Med Educ. 2024, 24(1). https://doi.org/10.1186/s12909-024-05475-2
Eley, D. S., Cortes, C., Arja, S., Villafuerte, F. R. B., Khan, Y. H., Grannum, J., et al. Perspectives on Medical Education in an Increasingly Globalized Society: Recognizing and Embracing Our Diversity. Med Sci Educ. 2023, 33, 247-254. https://doi.org/10.1007/s40670-023-01582-w
Direitos de Autor (c) 2025 Serviço de Publicações da Universidade de Múrcia
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição-NãoComercial-SemDerivações 4.0.
Os trabalhos publicados nesta revista estão sujeitos aos seguintes termos:
1. O Serviço de Publicações da Universidade de Murcia (o editor) preserva os direitos económicos (direitos de autor) das obras publicadas e favorece e permite a sua reutilização ao abrigo da licença de utilização indicada no ponto 2.
2. Os trabalhos são publicados sob uma licença Creative Commons Atribuição-NãoComercial-NãoDerivada 4.0.
3. Condições de autoarquivamento. Os autores estão autorizados e incentivados a divulgar eletronicamente as versões pré-impressas (versão antes de ser avaliada e enviada à revista) e / ou pós-impressas (versão avaliada e aceita para publicação) de seus trabalhos antes da publicação, desde que favorece sua circulação e difusão mais precoce e com ela possível aumento de sua citação e alcance junto à comunidade acadêmica.
