![]() The need for physical and social distancing has severely limited conventional in-person lectures and teaching methods and encouragedĪ shift to online and virtual teaching modalities ( 11- 14). The COVID-19 pandemic has necessitatedĪ significant and rapid shift in teaching and learning strategies across all aspects of health education around the globe. The COVID-19 pandemic has caused disruptions to the healthcare workforce and healthcare system, and medical education worldwide Further, the response of medical schools to the Covid-19 pandemic is unprecedented. COVID-19 has had a huge effect on teaching throughout the world ( 8).Įven the accreditation/regulation bodies have insisted maintaining academic standards and integrity of assessments in medical schools with The COVID-19 pandemic has pushed the medical educators and medical schools to change their teaching methods, curricular structure, and examinations.Ĭlosure of medical schools, closure of libraries, and restrictions on access to clinical teaching facilities led to various medical schools' varied responses During major outbreaks of infectious diseases,ĬME providers should maintain regular contact with public health authorities and learners ( 6).ĭid we as a community of medical education and as medical educators learn anything from this? There was even literature suggesting that Continuing Medical Education (CME) changed during the SARS pandemic. Technology, constant communication with hospitals, and open communication with faculty, students, and staff ( 5). Suggested the following key points be followed: instant termination of clinical rotations, coherent decision making on a university closure, use of information The literature on Middle Eastern Respiratory Syndrome (MERS) University lectures and tutorials if they had no contact with a clinical site for ten days. In Canada during the SARS pandemic ( 4) at the University of Toronto. Even undergraduate students were not allowed into teaching hospitals During the SARS pandemic, some medical schools in ChinaĮven implemented online Problem-based Learning (PBL), which is still being utilized. If we reflect on ourselves in the mirror, what we have done to medical education in the past during pandemics, we can understand the current situation better.ĭuring the pandemic of Severe Acute Respiratory Syndrome (SARS), there were reports that some Chinese medical schools had formally canceled theīedside teaching and delayed the examinations ( 3). If we, as educators, can identify that learners are also going through tremendous stress, we should help provide flexible solutions to students as important stakeholders The stress on learners can be mitigated by providing the proper supporting systems to learners. ![]() The stress and burnout of educators and learners should be given special attention. The COVID–19 pandemic has changed the way we do medical education for the near future.īoth learners and medical educators, especially medical educators involved in patient care, who must handle teaching and, at the same time, patient care, have been affected. Medical education is not an exception to this bumpy ride during this difficult time. One aspect of this pandemic that has not been explored yet is the psychological consequences. The world is busy tackling healthcare and economic consequences. Higher education has been significantly affected worldwide. The pandemic has brought about a lot of consequences, including economic and educational consequences. The disease's further spread, including highly limiting lockdowns and selective allowances for movement ( 2). Countries have commenced extreme measures to prevent ![]() The COVID-19 pandemic has caused a significant toll on healthcare and healthcare workforce across the world. COVID-19, a disease caused by a novel coronavirus, has resulted in a pandemic that has spread to nearly every country worldwide ( 1).
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