LECOM Meets the Moment

LECOM Meets the Moment Preparedness, Planning, and Prescience Ensure Uninterrupted Training

The COVID-19 virus that engulfed the whole of the world causing doctors, nurses, and medics to rush into action to confront the devastating disease and placing on hold almost every country on the map. The momentous and unprecedented travails thrust upon America and the world have been transformative; but through the many challenging weeks, the Lake Erie College of Osteopathic Medicine (LECOM) stood strong and stalwart, successfully adapting to the unfolding situation and continuing to serve its students.

To be clear, although the pandemic may have caught most of the world unaware, LECOM had been prepared for disaster situations from its very inception. As the first LECOM class began its studies in 1993, the College was already converting to digital technologies, implementing a fully hardwired computer system and a highly competent Information Technology (IT) team. LECOM leadership was presciently aware of the changing times, adapting its curriculum and platforms to reflect the burgeoning Information Age. To that end, LECOM class structures were highly digitalized, with the Jenzabar Learning Platform, Polycom Communications, and online examination modalities included as part of normal educational operations. Distance education has long been incorporated into the LECOM curriculum for program disciplines, with the School of Pharmacy and the Masters Programs utilizing the systems routinely. Add to the mix that early on, LECOM preparedness addressed concerns about hurricane season affecting the Bradenton, Florida campus, resulting in extensive planning for sudden disaster situations. Within its first years of operations, the Bradenton campus endured five hurricanes with no interruption to student education.

For almost three decades, LECOM has been training superlative doctors and healthcare professionals, preparing them for the calling of a lifetime and graduating those scholars on time, armed with medical knowledge and

clinical competencies necessary to thrive in a new age. Of all of the weapons that they take into battle, none is more powerful than the mind. It holds their knowledge, training, strength of character, and their commitment to excellence.

The upward course of an educational institution stems from its commitment to educational excellence. To maintain and ensure the continued and uninterrupted education of its students, LECOM activated its plan for COVID-19 Temporary Distance Education.

During the time of uncertainty, the entire LECOM administration was mission driven as it implemented provisions that fulfilled students' educational goals with as little interruption as possible while complying with local, state, and federal government mandates and continuing to monitor the pandemic situation.

The administration’s foundational pre-planning and preparedness allowed the institutional response to COVID-19 and the ensuing curricular changes to take place rapidly and in a well-conceived fashion. Aided by a strong Information Technology Department, one that has demonstrated experience in successfully delivering online curricula in a variety of LECOM programs, the College launched a seamless online curriculum to its students across the campus locations. The remote access plan was activated virtually overnight as the pandemic began to affect the nation.

LECOM online learning delivered virtual instruction to students separated from the campus locations and supported regular and substantive interaction between the students and instructors. The internet, augmented by transmissions through the Zoom conferencing system, the Online Learning Management System (LMS) - Jenzabar, telephone conferencing, and pre-recorded and newly recorded presentations provided solid educational support.

Didactic courses employed a combination of these technologies based upon the needs of the course directors, lecturers, speakers, and faculty. All LECOM courses included the use of the Jenzabar Learning System to post course materials and assignments and the Zoom conferencing to deliver synchronous instruction.

The content depth, breadth, rate of education were maintained without interruption and student interaction was continued during the regular course schedule. Didactic assessment (examinations) were delivered through a recognized program known as Exam Soft.

The College of Osteopathic Medicine moved all campuses and pathways to its online curriculum for the first- and second-year didactic training; and moved all third- and fourth-year students to an online clinical curriculum for core and elective rotations.

The LECOM School of Pharmacy utilized its previously established four-year Distance Education Pathway and required no changes to its learning format, however third- and fourth-year didactic curriculum was moved to the online format.

Experiential learning was moved online where possible and some students on rotations remained at their clinical sites unless released by their preceptors or by request of the student due to Accreditation Council for Pharmacy Education (ACPE) guidelines on minimum contact hours required for graduation.

The LECOM School of Dental Medicine transferred its didactic instruction to distance education, suspended simulation technique exercises until permissible, and transferred third- and fourth-year dental students currently on clinical rotations to online education where possible or on modified clinic sessions based upon state and federal guidelines.

The LECOM Graduate School of Biomedical Science Master of Science in Medical Education along with the School of Health Services Administration (SHSA) Masters in Health Services Administration (MHSA), Masters in Public Health (MPH), and Master of Science in Biomedical Ethics (MSBE) previously had established a distance education program, so no changes were required to facilitate uninterrupted Student education. The Master of Medical Science and the Master of Science in Biomedical Science Doctoral Programs were moved seamlessly to distance education operations.

Throughout the upheaval caused by the pandemic the LECOM response was effective, efficient, calm, and organized. Laboratories and workshops converted to online learning sessions. Live and online question and answer sessions were offered with faculty; and faculty accessibility and availability to answer questions was actively maintained throughout online interactions. The faculty advisors interacted more frequently with scholars via email or in person online.

LECOM leadership responded proactively ensuring that clinical education was not permanently disrupted.

On March 15, 2020, LECOM Provost, Vice President, and Dean of Academic Affairs, Silvia M. Ferretti, DO, notified affected students that rotations would cease and LECOM would convert to a cyber-based educational experience.

LECOM administration and faculty worked diligently to ensure that students would remain on track to graduate, leveraging the strong online curricular components in clinical education to best serve the students academically.

Perhaps now, more than ever before, the nation and the world recognize the value of medical training. The Lake Erie College of Osteopathic Medicine remains unbowed, pledging through its educational bounty to continue to create superlative healthcare professionals that better the world.