REVIEW ARTICLE |
https://doi.org/10.5005/jp-journals-10009-1803 |
Academic Collaboration between the Paul L. Foster School of Medicine and Ian Donald Inter-University School of Ultrasound in Obstetrics and Gynecology: A Global Health Program’s Success Story
1,3Department of Obstetrics and Gynecology, Office of Faculty Development, Paul L. Foster School of Medicine, Texas Tech University Health Sciences Center, El Paso, El Paso, Texas, USA
2Department of Pediatrics, Texas Tech University Health Sciences Center El Paso, El Paso, Texas, USA
Corresponding Author: Sanja Kupesic-Plavsic, Texas Tech University Health Sciences Center, El Paso, MSC 21007, 5001 El Paso Drive, El Paso, Texas, USA, Phone: +1-915-215-5065, e-mail: sanja.kupesic@ttuhsc.edu
ABSTRACT
Aim: To review the outcomes of the global health program and interinstitutional academic collaboration between the Paul L. Foster School of Medicine (PLFSOM) at Texas Tech University Health Sciences Center El Paso (TTUHSC El Paso) and the Ian Donald Inter-University School of Ultrasound in Obstetrics and Gynecology.
Background: The Ian Donald Inter-University School of Ultrasound was established in 1982 by a multidisciplinary group of enthusiasts. Today our School has active international branches in 75 countries worldwide. They aim to address the specific educational and training needs of clinicians performing OB-GYN ultrasound and organize courses, workshops, congresses, and national conferences according to the character of the respective country, region, and/or area. TTUHSC El Paso is located in the second largest binational metropolitan area on the US–Mexico border. It provides the opportunities and environment for direct intellectual and interpersonal exchanges among health sciences university students on one campus.
Results: During the last 15 years, more than 50 individual TTUHSC El Paso faculty members, six residents, 10 medical students, and 11 staff members participated in writing 173 chapters and 88 Ian Donald School educational videos created. During the same time, more than 40 individual faculty members, 19 students, seven residents, and five staff members contributed to 53 articles of the Donald School Journal of Ultrasound in Obstetrics and Gynecology.
Conclusion: Access to valuable international resources and expertise in the field of OB-GYN ultrasound opened new perspectives on research and scholarship which fostered collaboration, relationship building, and career development of the global health program participants.
How to cite this article: Kupesic-Plavsic S, de la Rosa JM, Mulla ZD. Academic Collaboration between the Paul L. Foster School of Medicine and Ian Donald Inter-University School of Ultrasound in Obstetrics and Gynecology: A Global Health Program’s Success Story. Donald School J Ultrasound Obstet Gynecol 2021;15(4):331–335.
Source of support: Nil
Conflict of interest: None
Keywords: Global health program, Interinstitutional collaboration, OB-GYN ultrasound, Research, Scholarship.
INTRODUCTION
As stated on the website of the Texas Tech University Health Sciences Center (TTUHSC) El Paso Office of Global Health: “The mission for the TTUHSC El Paso Global Health Program is to promote awareness of global health issues by educating faculty, residents, students, and staff to address current and emerging health concerns affecting the El Paso community and communities abroad. Our priority is to help our students and faculty remain globally competitive while facilitating TTUHSC El Paso’s important role in the global health environment. The El Paso area is a tristate, binational community that is considered one of the largest growing cities; combined with neighboring Ciudad Juarez, Mexico, the area composes one of the largest metropolitan areas with over two million residents. The diversity in our area makes El Paso an ideal location to study the health sciences and offers many opportunities in the area of global health” (https://elpaso.ttuhsc.edu/digh/global-health/default.aspx).
Indeed, educational programs are best developed by local medical professionals and social entrepreneurs who understand the barriers to quality care in their communities. It is well known that the outcomes of the global health programs are best when they are coordinated with the local academic institutions. This article describes a global health success story detailing the collaboration between the Paul L. Foster School of Medicine (PLFSOM) and the Ian Donald Inter-University School of Medical Ultrasound in obstetrics and gynecology (https://www.iandonaldschools.com/).
GLOBAL HEALTH PROGRAM COLLABORATIVE SUCCESS STORY
Tables 1 and 2 summarize the outcomes of our 15-year collaboration. In 2009, our team was invited to edit Number 3, Volume 4 of the Donald School Journal of Ultrasound in Obstetrics and Gynecology dedicated to medical education. Eighteen faculty members from the Departments of Medical Education and/or Biomedical Sciences at PLFSOM wrote 17 educational articles showcasing the inductive reasoning diagnostic process for the most relevant OB-GYN clinical presentations.1,9 During 2011 and 2012, 2 PLFSOM faculty members mentored 12 medical students and two residents in the creation of 10 educational articles with original OB-GYN ultrasound images.10,19 Our innovative approach to reshaping the pre-clerkship years in reproductive medicine education was published in the Journal of Perinatal Medicine.20 In the following 2 years (2013–2014), six faculties supervised seven students and three residents in writing seven educational articles for the Donald School Journal of Ultrasound in Obstetrics and Gynecology.21,27
| Donald School of Ultrasound in obstetrics and gynecology books and educational DVDs initiated and edited by PLFSOM faculty | Number of chapters/videos | PLFSOM faculty | PLFSOM residents | PLFSOM students | PLFSOM staff |
|---|---|---|---|---|---|
| Color Doppler, 3D and 4D ultrasound in gynecology, infertility, and obstetrics. Jaypee Publishers: New Delhi 2011. | 20 | 5 | – | – | – |
| Video atlas of ultrasound in OB-GYN. Jaypee Publishers: New Delhi 2011. | 11 | 2 | – | – | 3 |
| Video atlas of ultrasound in fetal anomalies and GYN oncology, Jaypee Publishers: New Delhi 2011. | 15 | 4 | – | 1 | 3 |
| Video atlas of clinical skills in OB-GYN. Jaypee Publishers: New Delhi 2012. | 12 | 4 | – | 1 | 3 |
| Step by step through OB-GYN case studies. Jaypee: London, New Delhi, Panama City, St. Louis 2014. | 25 | 1 | – | 7 | – |
| Intern tips in OB GYN. The Health Sciences Publisher. London, New Delhi, Panama City, Philadelphia 2016. | 6 | 2 | – | – | |
| Intern tips in internal medicine. The Health Sciences Publisher. London, New Delhi, Philadelphia 2017. | 12 | 11 | – | – | – |
| Urgent skills in medical practice. Jaypee Publishers: London, New Delhi, Panama City, St. Louis 2017. | 50/50 | 17 | 1 | 1 | 2 |
| Illustrated OB-GYN problems, Jaypee Publishers: London, New Delhi, Panama City, St. Louis 2020. | 60 | 17 | 5 | – | – |
| Total | 261 | 63 | 6 | 10 | 11 |
| Donald School of Ultrasound in obstetrics and gynecology books and educational DVDs | Number of manuscripts | PLFSOM faculty | PLFSOM residents | PLFSOM students | PLFSOM staff |
|---|---|---|---|---|---|
| DSJUOG 3 (4) 2010; special issue on medical education | 17 | 15 | – | – | 1 |
| DSJUOG 1-4 (5) 2011 | 2 | 1 | 1 | 1 | – |
| DSJUOG 1-4 (6) 2012 | 8 | 1 | 1 | 11 | – |
| DSJUOG 1-4 (7) 2013 | 3 | 1 | 1 | 4 | – |
| DSJUOG 2-4 (8) 2014 | 4 | 4 | 2 | 3 | – |
| DSJUOG 1 (8) 2014; special issue on professional development and mentoring | 15 | 21 | 1 | 2 | |
| DSJUOG 1-4 (9) 2015 | 1 | 2 | – | – | – |
| DSJUOG 1-4 (11) 2017 | 3 | 3 | – | – | – |
| DSJUOG 1-4 (12) 2018 | 1 | 3 | – | – | – |
| DSJUOG 1-4 (13) 2019 | 1 | 3 | 1 | – | – |
| DSJUOG 1-4 (14) 2020 | 1 | 1 | – | – | 2 |
| Total | 56 | 54 | 7 | 19 | 5 |
Simultaneously, in 2011 and 2012, the PLFSOM team edited an atlas and three educational DVDs which were designed and recorded at our Center for Advanced Teaching and Assessment in Clinical Simulation (ATACS).28,31 The Donald School Video Atlas series consisted of three DVD collections: Video Atlas of Ultrasound in Obstetrics and Gynecology, Video Atlas of Ultrasound in Fetal Anomalies and Gynecologic Oncology, and Video Atlas of Clinical Skills in OB-GYN. The educational material consisting of 38 videos created by 10 PLFSOM faculty members was internationally accepted for the basic and advanced Donald School ultrasound courses worldwide. Dr Stanojevic, the Vice President of the World Association of Perinatal Medicine (WAPM), stated: “Video Atlas of Clinical Skills in OB-GYN” authored by Dr Kupesic and educators from PLFSOM at Texas Tech University in El Paso, USA provides an excellent source of information for different levels of learners in a creative and innovative way. Audiovisual lectures, coupled with succinct information on clinical decision-making algorithms and therapeutic options, allow the most efficient integration of basic and clinical sciences. The learning objectives are precisely identified, and a list of resources, articles, and other references is clearly presented. This Video Atlas is a “must have” material for medical schools worldwide, and I am thrilled that this material was accepted and adopted by Ian Donald Inter-University School with 75 branches worldwide.”32
A textbook entitled “Step by Step through OB-GYN Case Studies,” published in 2014, also belongs to the Donald School Library. The textbook was based on the most common scenarios in OB-GYN practice, allowing learners to advance their clinical and basic sciences knowledge and gain longitudinal experience through the evaluation of 25 virtual patients.33 The use of consistent formatting enabled easy assessment of the patients’ chief complaints, history, investigations, management, and follow-up. Each case study provides a list of learning objectives and references to allow the assessment of the learner’s performance and for quick detection of the areas that need improvement. At the end of each block, there were four multiple choice questions relevant to the clinical presentation to test the learner’s clinical and basic science knowledge and understanding. These items were designed to verify whether the learner has met the learning objectives. By the end of each case study, the learner has been tested over 20 high-yield items. Twenty-five case studies with 500 multiple choice questions including explanations for positive and negative choices and high-quality illustrations and images enabled subject-specific practice in the field of reproductive medicine.
In 2014, we were once again invited for the second time to edit a special issue of the Donald School Journal of Ultrasound in Obstetrics and Gynecology, which was dedicated to professional development and mentoring practices in OB-GYN ultrasound. The Office of Faculty Development coordinated an academic writing group of 21 PLFSOM faculty members and residents from 7 departments, who wrote 15 original, review, educational, or original scientific articles.34,38 Again, our publications were inspired by the potential of incorporating cutting-edge medical imaging into the medical school and residency programs curricula and continuous professional development activities.
Our collaboration was continued, and from 2016 to the present, our team consisting of 47 faculties, six residents, one student, and two staff members published four Donald School textbooks.39,42 During the same period, eight faculty, one resident, and two staff members published seven articles in the Donald School Journal of Ultrasound in Obstetrics and Gynecology.43,49
Our experience with the creation of the PLFSOM institutional medical image library and an online course on ultrasound for TTUHSC El Paso OB-GYN residents helped us rapidly transition to delivering content online during the COVID-19 pandemic. In 2020, our team created a virtual faculty development program offering 118 hours of continuing medical education (CME) on educational, research, clinical simulation, and leadership topics. The hybrid faculty development curriculum was delivered via Canvas, our learning management system (LMS) and real-time teleconferencing. The Office of Faculty Development experience was recently published in multiple peer-reviewed journal articles.49,51 The shift from delivering CME content in a face-to-face environment to a virtual one opens doors to research opportunities for readers who hold faculty development leadership roles. These individuals along with university administrators have ample opportunity to engage in meaningful scholarship asking questions such as what is the impact of delivering material online on learner satisfaction and faculty success and advancement.
THE FUTURE OF OUR GLOBAL HEALTH PROGRAM IN A POST-COVID WORLD
In response to the impact that COVID-19 is having on global health, travel, and the economy, we have arrived at the crossroads of education, and the Ian Donald Inter-University School of Medical Ultrasound should realize the potential of virtual educational opportunities. The school is recognized as a leader in global OB-GYN ultrasound education, offering a variety of online educational programs to engage different levels of learners with new offerings which are launched regularly. In collaboration with branch directors, world experts, and local partners, the Donald School may continue organizing its fellowship programs and courses through the creation of high-quality online courses, supplemented with synchronous teleconferences, webinars and virtual workshops, and much more.49 Learners would build foundational knowledge mastering a comprehensive online curriculum created by the experts in the field. The knowledge application will occur during their rotation in local/regional recognized centers when they work side by side with competent trainers. Incorporating experiential learning from local experts would efficiently prepare them for the workforce, according to the local requirements and regulations.
The transition of the Donald School Master’s and Ph.D. degree programs to a hybrid curriculum would enable learners to apply their theoretical knowledge and relevant skills in the clinical practice setting, supervised by their local mentors while communicating and receiving virtual mentorship from Donald School global partners. Such an approach increases learner awareness of the most pressing local/regional challenges in OB-GYN ultrasound while exploring their interplay with international standards.
Using this approach, participants will learn from a wide network of ultrasound leaders while engaging interactively with local experts and their peers from the region and all over the world. Course sharing across disciplines would allow for more choices for learners, enabling more efficient support for a broad curriculum (e.g., combining ultrasound, human reproduction, and minimally invasive surgery topics) and enriching the diversity of both faculty and learners. It is well documented that online course delivery increases efficiency, flexibility, and quality of adult education.52,54
This eye-opening exposure to the international learning community enables the objective exploration of how different health systems in various environments and cultural interplays dictate our decision-making. Rapid deployment of active remote learning would ensure that the Donald School will remain relevant by providing synchronous and asynchronous sessions on timely topics, facilitated by local and regional partners, and supported by world leaders in OB-GYN ultrasound and expert collaborators.
CONCLUSION
This article illustrates the impact and outcomes of the interinstitutional collaboration between the PLFSOM and the Ian Donald Inter-University School of Medical Ultrasound in obstetrics and gynecology. This mutually beneficial interinstitutional academic global health program involved faculty and learners of different stature and experience, who before engagement in various research and scholarly projects agreed on the metrics for determining the success of the collaboration. Impressive outcomes are the result of open and clear communication of the partnership goals, objectives, and expectations. Interinstitutional collaboration increased mutual appreciation of differences in academic culture and practice. Access to valuable international resources and expertise in the field of OB-GYN ultrasound opened new perspectives on research and scholarship which fostered collaboration, relationship building, and career development of the global health program participants.
REFERENCES
1. Kupesic Plavsic S, Patham B, Guerra M. Web-based interactive tutorials in obstetrics and gynecology. Donald School J Ultrasound Obstet Gynecol 2009;3(04):7–10. DOI: 10.5005/jp-journals-10009-1028
2. Black A, Kupesic Plavsic S. Concerning the use of Doppler and 3D US in the teaching of gross anatomy in a new curriculum featuring the use of clinical presentation schemes. Donald School J Ultrasound Obstet Gynecol 2009;3 (04):23–27. DOI: 10.5005/jp-journals-10009-1031
3. Beale E, Azumendi G, Kupesic Plavsic S. Ultrasound—a clinical procedure to motivate preclinical medical students to learn embryology. Donald School J Ultrasound Obstet Gynecol 2009;3(04): 29–35. DOI: 10.5005/jp-journals-10009-1032
4. Janssen H, Kupesic Plavsic S. Using ultrasound to teach female reproductive physiology. Donald School J Ultrasound Obstet Gynecol 2009;3(04):37–40. DOI: 10.5005/jp-journals-10009-1041
5. Janssen H, Kupesic Plavsic S. Ultrasound imaging of the menstrual cycle. Donald School J Ultrasound Obstet Gynecol 2009;3(04):41–47. DOI: 10.5005/jp-journals-10009-1033
6. Janssen H, Osborne D, Kupesic Plavsic S. The physiology of pregnancy illustrated with ultrasound images. Donald School J Ultrasound in Obstet Gynecol 2009;3(04):49–53. DOI: 10.5005/jp-journals-10009-1034
7. Patham B, Kupesic Plavsic S. Integrative diagnostic approach—a contemporary learning methodology at Medical Schools. Donald School J Ultrasound Obstet Gynecol 2009;3(04):55–58. DOI: 10.5005/jp-journals-10009-1042
8. Rajkumar L, Kupesic Plavsic S. 3D and power Doppler ultrasound in translational research. Donald School J Ultrasound Obstet Gynecol 2009;3(04):85–88. DOI: 10.5005/jp-journals-10009-1043
9. Subramanya S, Patham B, Kupesic Plavsic S. Recognizing TORCH group of infections on fetal sonography. Donald School J Ultrasound Obstet Gynecol 2009;3(04):60–62. DOI: 10.5005/jp-journals-10009-1035
10. Zafar N, Kupesic Plavsic S. Role of ultrasound in evaluating pelvic pain in non-pregnant reproductive age patients. Donald J Ultrasound Obstet Gynecol 2012;6(02):206–216. DOI: 10.5005/jp-journals-10009-1244
11. Nguen Q, Flores M, Kupesic Plavsic S. 3D ultrasound and novices: Pixels vs. voxels. Donald School J Ultrasound Obstet Gynecol 2011;5(02):303–309.
12. Willson B, Kupesic Plavsic S. Role of ultrasound in evaluating abnormal vaginal bleeding in non-pregnant patients in reproductive age. Donald School J Ultrasound Obstet Gynecol 2012;6(01):112–120. DOI: 10.5005/jp-journals-10009-1233
13. Appleton K, Kupesic Plavsic S. Role of ultrasound in the assessment of postmenopausal bleeding. Donald School J Ultrasound Obstet Gynecol 2012;6(02):197–206. DOI: 10.5005/jp-journals-10009-1243
14. Ansari AS, Ross RJ, Tullius GT Jr., et al. The role of ultrasound in assessing IUD complications. Donald School J Ultrasound Obstet Gynecol 2012;6(03):318–326. DOI: 10.5005/jp-journals-10009-1255
15. Honemeyer U, Ross RJ, Barnard J, et al. Recurrent leiomyomatosis disseminata: sonographic and laparoscopic correlation. Donald School J Ultrasound Obstet Gynecol 2012;6(03):327–332. DOI: 10.5005/jp-journals-10009-1256
16. Atluru A, Appleton K, Kupesic Plavsic S. Maternal-fetal bonding: ultrasound imaging’s role in enhancing this important relationship. Donald School J Ultrasound Obstet Gynecol 2012;6(04):391–394. DOI: 10.5005/JP-JOURNALS-10009-1263.
17. Tabi S, Kupesic Plavsic S. The role of three-dimensional ultrasound in the assessment of congenital uterine anomalies. Donald School J Ultrasound Obstet Gynecol 2012;6(04):395–405. DOI: 10.5005/jp-journals-10009-1265
18. Tullius GT Jr., Ross RJ, Eziefule A, et al. Three-dimensional power Doppler assessment of pelvic structures after unilateral uterine artery embolization for postpartum hemorrhage. Case Rep Perinatal Medic 2012;1(1–2):51–54. DOI: 10.1515/crpm-2012-0040
19. Ngyuyen Q, Flores M, Ortiz M, et al. Accuracy and reliability of volume measurements by 3D ultrasound: a prospective study performed by novices. Donald School J Ultrasound Obstet Gynecol 2012;6(03): 219–224. DOI: 10.5005/jp-journals-10009-1245
20. Patham B, Kupesic Plavsic S. Reshaping pre-clerkship years in reproductive medicine education. J Perinat Med 2011;39:637–636. DOI: 10.1515/jpm.2011.084
21. Tie W, Tajnert K, Kupesic Plavsic S. Ultrasound imaging of gestational trophoblastic disease. Donald School J Ultrasound Obstet Gynecol 2013;7(01):105–112. DOI: 10.5005/jp-journals-10009-1276
22. Tajnert K, Tie W, O’Neill T, et al. Ultrasound assessment of postpartum fever. Donald School J Ultrasound Obstet Gynecol 2013;7(02):219–230. DOI: 10.5005/jp-journals-10009-1287
23. Appleton K, Barnard J, Jantz A, et al. The role of ultrasound in the diagnosis of complications associated with maternal diabetes. Donald School J Ultrasound Obstet Gynecol 2013;7(04):506–515. DOI: 10.5005/jp-journals-10009-1325
24. Sheikh M, Kupesic Plavsic S. Role of ultrasound in the assessment of female infertility. Donald School J Ultrasound Obstet Gynecol 2014;8(02):184–200. DOI: 10.5005/jp-journals-10009-1354
25. Matthys A, Ambat MT, Pooh R, et al. Psychotropic medication use during pregnancy and lactation: role of ultrasound assessment. Donald School J Ultrasound Obstet Gynecol 2014;8(01): 109–121. DOI: 10.5005/jp-journals-10009-1345
26. Prompuntagorn C, Saldivar JS, Kupesic Plavsic S. Ultrasound assessment of ovarian function following radiation therapy. Donald School J Ultrasound Obstet Gynecol 2014;8(03):288–292. DOI: 10.5005/jp-journals-10009-1367
27. Stanojevic M, Hughes M, Zaputovic S, et al. The role of 2D and 3D ultrasound in the evaluation of GI anomalies. Donald School J Ultrasound 2014;8(03):317–320. DOI: 10.5005/jp-journals-10009-1370
28. Kupesic S (Ed). Color Doppler, 3D and 4D Ultrasound in Gynecology, Infertility, and Obstetrics. Jaypee Publishers: London, New Delhi, Panama City, St. Louis; 2011.
29. Kupesic S (Ed). Video Atlas of Ultrasound in Obstetrics and Gynecology. Jaypee Publishers: London, New Delhi, Panama City, St. Louis; 2011.
30. Kupesic S (Ed). Video Atlas of Ultrasound in Fetal Anomalies and Gynecologic Oncology. Jaypee Publishers: London, New Delhi, Panama City, St. Louis; 2011.
31. Kupesic S (Ed). Video Atlas of Clinical Skills in Obstetrics and Gynecology. Jaypee Publishers: London, New Delhi, Panama City, St. Louis; 2012.
32. Kupesic Plavsic S. Strategies for teaching and assessing OB-GYN ultrasound skills: Donald School model. Donald School J Ultrasound Obstet Gynecol 2014;8(01):11–15. DOI: 10.5005/jp-journals-10009-1328
33. Kupesic S (Ed). Step by Step through OB GYN Case Studies. Jaypee: London, New Delhi, Panama City, St. Louis 2014.
34. Kupesic Plavsic S. Is Ian Donald Inter-University School of Medical Ultrasound ready for distance learning? Donald School Journal of Ultrasound in Obstetrics and Gynecology 2014;8(01):6–10. DOI: 10.5005/jp-journals-10009-1327
35. Vallabh Patel V, Mendez M, Kupesic Plavsic S. The importance of multimodality pelvic ultrasound simulation in teaching of OB-GYN residents. Donald School J Ultrasound Obstet Gynecol 2014;8(01):2–5. DOI: 10.5005/jp-journals-10009-1326
36. Sarmiento J, Stewart K, Aguila J, et al.Pelvic ultrasound training and case scenarios. Donald School J Ultrasound Obstet Gynecol 2014;8(01):22–30. DOI: 10.5005/jp-journals-10009-1330
37. Teissler H, Lozano C, Kupesic Plavsic S. The use of ultrasonography for the guidance of epidural analgesia in obstetric anesthesia. Donald School J Ultrasound Obstet Gynecol 2014;8(01):44–51. DOI: 10.5005/jp-journals-10009-1333
38. White CM, Greenberg H, Davis B, et al.Giant hemorrhagic adrenal pseudocyst in pregnancy. Donald School J Ultrasound Obstet Gynecol 2014;8(01):105–108. DOI: 10.5005/jp-journals-10009-1344
39. Kupesic S, Molokwu J (Eds). Intern Tips in OB GYN. The Health Sciences Publisher: London, New Delhi, Panama City, Philadelphia; 2016.
40. Aragon L, Kupesic S (Eds). Intern Tips in Internal Medicine. The Health Sciences Publisher: London, New Delhi, Panama City, Philadelphia; 2017.
41. Kupesic S (Ed). Urgent Skills in Medical Practice. Jaypee Publishers: London, New Delhi, Panama City, St. Louis; 2017.
42. Reddy S, Mendez M, Kupesic Plavsic S (Eds). Illustrated OB-GYN Problems. Jaypee Brothers Medical Publishers LTD: New Delhi, London, Philadelphia, Panama; 2020.
43. Kasar P, Andonotopo W, Kupesic S. Ultrasound imaging of postpartum hemorrhage. Donald School J Ultrasound Obstet Gynecol 2015;9(02): 175–187. DOI: 10.5005/jp-journals-10009-1403
44. Kupesic Plavsic S. Ultrasound simulation—How to adapt it for Donald School needs? (Editorial). Donald School J Ultrasound Obstet Gynecol 2017;11(03):1–5. DOI: 10.5005/jp-journals-10009_1520
45. Arya, S, Kupesic Plavsic S. Sonographic features of adenomyosis. Donald School J Ultrasound Obstet Gynecol 2017;11(01):76–81. DOI: 10.5005/jp-journals-10009-1506
46. Arya S, Mulla Z, Kupesic Plavsic S. Effectiveness of ultrasound simulation in OB-GYN education: a state-of-the-art review. Donald School J Ultrasound Obstet Gynecol 2017;11(02):115–125. DOI: 10.5005/jp-journals-10009-1512
47. Padilla O, Arya S, Kupesic Plavsic S. Saline infusion sonography: tips and tricks for improved visualization of the uterine cavity. Donald School J Ultrasound Obstet Gynecol 2018;12(01):32–51. DOI: 10.5005/jp-journals-10009-1550
48. Arya S, Mulla ZD, Nguyen K, et al. Risk factors for intrauterine device displacement diagnosed using 3-dimensional transvaginal ultrasonography. Donald School J Ultrasound Obstet Gynecol (2019);13(03):103-109. DOI: 10.5005/jp-journals-10009-1598
49. Kranjcevic N, Rodriguez MA, Vazquez E, et al.Education, scholarship, academic and public services during and after corona crisis. Donald School J Ultrasound Obstet Gynecol 2020;14(03):288–295. DOI: 10.5005/jp-journals-10009-1658
50. Mulla ZD, Osland-Paton V, Rodriguez MA, et al. Novel coronavirus, novel faculty development programs: rapid transition to eLearning during the pandemic. J Perinat Med 2020 Jun 25;48(05):446–449. DOI: 10.1515/jpm-2020-0197. PMID: 32401229
51. Kupesic Plavsic S, Mulla ZD. The essentials of a faculty development program in the setting of a new medical school. J Investig Med 2020 Jun;68(05):952–955. DOI: 10.1136/jim-2020-001341. PMID: 32414713
52. Ruiz J, Mintzer M, Leipzig R. The impact of E-learning in medical education. Acad Med 2006;81(03):207–212. DOI: 10.1097/00001888-200603000-00002
53. Pei L, Wu H. Does online learning work better than offline learning in undergraduate medical education? A systematic review and meta-analysis. Med Educ Online 2019;24(01):1. DOI: 10.1080/10872981.2019.1666538
54. Weiner S. No classrooms, no clinics: medical education during a pandemic. 2020. Available from: https://www.aamc.org/news-insights/no-classrooms-no-clinics-medical-education-during-pandemic; Accessed on June 25, 2021.
________________________
© The Author(s). 2021 Open Access This article is distributed under the terms of the Creative Commons Attribution 4.0 International License (https://creativecommons.org/licenses/by-nc/4.0/), which permits unrestricted use, distribution, and non-commercial reproduction in any medium, provided you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. The Creative Commons Public Domain Dedication waiver (http://creativecommons.org/publicdomain/zero/1.0/) applies to the data made available in this article, unless otherwise stated.