Rapid transition of a preclinical health systems science and social justice course to remote learning in the time of coronavirus

Figures & data

Table 1. Process changes for rapid transition to remote learning.

Original Design	Technology Changes	Curricular Changes
SMALL GROUPS
Student discussion groups of 12–14 with a trained facilitator In-person facilitation using a student guide and separate facilitator guide Content could include emotionally charged and triggering topics such as power and privilege	Converted to asynchronous, individual learning modules with no facilitator Students were provided a modified student guide with facilitator guides provided to check learning	Encouraged optional remote group work with students Role plays eliminated Preamble for remote learning norms/expectations, including ‘do not meet in person’ mandate Reflections and assignments designed to create an emotionally valid and memorable experience Completion assignments timed to be due near original timing of small group to help with pacing
LECTURES
In-person large group didactic lectures with optional attendance Recorded for asynchronous viewing option Limited but some opportunities to ask questions and interact with lecturer	Option to view synchronously as faculty member presented remotely with interaction via chat Recorded for asynchronous viewing option Technology testing ahead of time for each panelist/faculty member	Have a different faculty member serve as ‘chat master’ for the lecture to manage questions and promote student engagement Learner questions were selected and read by the chat master Lecturers were instructed to reduce quantity of slides and create openings for discussion
PANELS
In-person panels with mandatory attendance in large group setting Often with guests including patients Not recorded, no asynchronous viewing option	Patient panels canceled, all others converted to synchronous, remote panels All panelists on video at all times With panelist permission, recorded for optional asynchronous viewing	Active moderation is necessary to manage discussion and transitions between speakers Email questions beforehand to panelists Suggest time limits for answers Follow up forum posts with chat questions that were not answered, after posing questions to panelists via email

Table 2. HSS/social justice-related curriculum innovations pertaining to COVID-19.

COVID-19 Curriculum Innovations for HSS and Social Justice Content
Introductory lecture on public health institutions and pandemic preparation
COVID-19 ‘on the ground’ panel discussions with frontline clinicians – topics included federal, state and local response to the pandemic, ethical considerations regarding limited resources, and emerging health disparities in the care of patients.
‘Theories of Justice’ ethics case about applying resource allocation considerations in the time of COVID-19
Physician Advocacy session assignment to write an op-ed to a local newspaper regarding COVID-19
Assessment assignments throughout the course modified to include coronavirus related case examples
For a panel on physician payment, panelists asked to comment on how COVID-19 impacted their daily practice and income