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Abstract

Introduction:The COVID-19 pandemic has caused significant disruption to undergraduate medical education globally, with worldwide implementation of social distancing and lock-down measures. This systematic review aims to identify challenges in undergraduate medical education during the pandemic and report creative approaches that have been employed to ensure continuity of education. Methods: A MEDLINE (PubMed) search was performed for articles published between 1 February 2020 and 1 September 2020, corresponding to the pandemic's global upsurge. Studies, commentaries, perspectives, and correspondence reporting challenges, adaptations and innovations in undergraduate medical education were screened. Data was grouped in accordance with the research questions it sought to address and analysed qualitatively. Results: 43 studies were included. The COVID-19 pandemic has resulted in lost opportunities for clinical exposure, reduced motivation, and heightened anxiety among medical students. Traditional teaching and assessment methods have transitioned to virtual platforms, harnessing video conferencing, social media, and virtual or augmented reality technologies. The long-term effectiveness of these solutions is uncertain, but immediate benefits conferred include increased access, improved time management, and cultivation of self-directed learning. The lack of authentic clinical experiences and patient interaction remains a major concern. Technical challenges and digital fatigue were also highlighted as pertinent challenges. Conclusions:The COVID-19 pandemic has provided unexpected, yet invaluable opportunities to explore new pedagogies that may be instrumental in shaping medical education in the new norm. As future members of the healthcare workforce, medical students should be integrated into current healthcare systems to equip them with knowledge and skills to manage future pandemics.