Objectives:Education is a dynamic process that has to be refined periodically. Lack of innovative teaching techniques in academics makes medical curricula inadequate in making a significant stride towards the future. The objective of this review is to describe and assess alternative methods of teaching and learning which can be supplementive or alternative to traditional lectures for promoting active student participation and smooth flow of information. Methods:A review of literature is performed with PubMed and EBSCO using the keywords: "learning" OR "didactic learning" OR "alternative learning" OR "modern learning techniques" AND "medical education". Databases were searched and 500 studies were identified out of which 200 were selected for further screening based on inclusion criteria and exclusion criteria. Articles were surveyed based on their relevance and significance to our study objectives with both qualitative and quantitative studies were examined. Results:Case-based learning, evidence-based medicine, problem-based learning, simulation-based learning, e-learning, peerassisted learning, observational learning, flipped classroom and team based learning are some of the modern learning methodologies. The various learning methods discussed attend to individual learning differences allowing students to broaden their thinking and professional knowledge by improving logical and critical thinking, clinical reasoning, and time management. Early introduction of integrative approaches develop student competency and leadership equipping students for a smooth transit into the clinical practice. Conclusion:This study highlights the importance and challenges of modern learning systems. With technological advancement and wider implications of medical information, students require innovative skills through inter-professional learning. It is necessary to introduce and implement flexible medical curricula that accommodates distinct modern teaching to

Background: Caribbean graduates contribute significantly to the US healthcare workforce. The accreditation requirements of local governments vary from one Caribbean island to another island. The Educational Commission for Foreign Medical Graduates (ECFMG) requirement that all future applicants be graduates from accredited medical schools drove Caribbean medical schools to seek accreditation. Accreditation has been found to significantly impact the educational processes of Canadian medical schools. Our study aims at investigating Caribbean medical school leaders’ perceptions of the impact of accreditation on their school’s processes. Methods: This qualitative study and data analysis were done using a framework analysis. Academic leaders and faculty members from three different types of Caribbean medical schools (accredited, denied-accreditation schools, never applied for accreditation) were interviewed using semi-structured interviews. Results: A total of 12 participants from six different Caribbean medical schools participated in the interview process. Themes of processes influenced by accreditation at Caribbean medical schools were similar to those found in the Canadian context and align with best practices of Continuous Quality Improvement (CQI). Conclusions: Caribbean medical schools are changing their educational processes as a result of accreditation requirements. Some processes are not maintained in a continuous manner, raising questions about the development of a true CQI culture.

Background Coronavirus disease 2019 (COVID-19), originally, from Wuhan, China, has now spread to most countries across the globe and devastated global healthcare systems. The impact of this disease has, however, shown baffling variations in prevalence in different regions of the world. The aim of this short review is to identify differential national COVID-19 prevalence of COVID-19, as well as to suggest these epidemiological differences. Methods A review of studies was conducted using PubMed and Google Scholar search engines. Search tactics were centered on COVID-19 ("COVID-19" AND "coronavirus") and BCG vaccination ("BCG vaccination" OR "Bacillus Calmette-Guérin" OR "vaccine") Results It is found that national prevalence differences may be linked with BCG childhood immunization history. A statistically insignificant difference was observed in COVID-19 prevalence when comparing countries with a BGC policy and countries without it (P> 0.05). This inconclusivity suggests the influence of confounders in this study. Conclusions National differences in COVID-19 cases can be attributable to immunologic regulations, such as BCG vaccination protocols. Caution should be taken in establishing a correlation between COVID-19 prevalence and BCG vaccination, partly due to the weak quality of statistical data on COVID-19 related to poor testing rates in countries with BCG vaccination policy. Nonetheless, the analysis of the epidemiological aspects of COVID-19 will shed light on future efforts towards effective control and prevention.

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