An update on developments in medical education in response to the COVID-19 pandemic: A BEME scoping review: BEME Guide No. 64

Abstract

BackgroundCOVID-19 has fundamentally altered how education is delivered. Gordon et al. previously conducted a review of medical education developments in response to COVID-19, however, the field has rapidly evolved in the ensuing months. This scoping review aims to map the extent, range and nature of subsequent developments, summarizing the expanding evidence base and identifying areas for future research. MethodsThe authors followed the five stages of a scoping review outlined by Arskey and O'Malley. Four online databases and MedEdPublish were searched. Two authors independently screened titles, abstracts and full texts. Included articles described developments in medical education deployed in response to COVID-19 and reported outcomes. Data extraction was completed by two authors and synthesized into a variety of maps and charts. ResultsOne hundred twenty-seven articles were included: 104 were from North America, Asia and Europe; 51 were undergraduate, 41 graduate, 22 continuing medical education, and 13 mixed; 35 were implemented by universities, 75 by academic hospitals, and 17 by organizations or collaborations. The focus of developments included pivoting to online learning (n=58), simulation (n=24), assessment (n=11), well-being (n=8), telehealth (n=5), clinical service 2 reconfigurations (n=4), interviews (n=4), service provision (n=2), faculty development (n=2) and other (n=9). The most common Kirkpatrick outcome reported was Level 1, however, a number of studies reported 2a or 2b. A few described Levels 3, 4a, 4b or other outcomes (e.g. quality improvement). ConclusionsThis scoping review mapped the available literature on developments in medical education in response to COVID-19, summarizing developments and outcomes to serve as a guide for future work. The review highlighted areas of relative strength, as well as several gaps. Numerous articles have been written about remote learning and simulation and these areas are ripe for full systematic reviews. Telehealth, interviews and faculty development were lacking and need urgent attention. Practice Points• Most developments to date focused on pivoting to online learning and simulation, making these areas well poised for full systematic reviews.• Research on telehealth, interviews and faculty development to teach in remote environments was lacking and urgently needed.• Several exemplary articles demonstrated the power of collaboration, highlighting opportunities for enhanced cooperation in medical education in the future.

Life during the pandemic: an international photo-elicitation study with medical students

“…[36] Educators can combat this disruption by utilizing guided reflection exercises in which students are challenged to review their current roles, discuss strategies of wellbeing, and pursue ethical venues for volunteering [27,31]. Additionally, implementation of case-review series or including students in telehealth medicine may help compensate for missed clinical time [14]. Faculty development is needed to help professors tailor curriculum to meet these changing needs [14].…”

“…Additionally, implementation of case-review series or including students in telehealth medicine may help compensate for missed clinical time [14]. Faculty development is needed to help professors tailor curriculum to meet these changing needs [14].…”

“…Medical education has changed drastically with limitations on in person learning preventing many from engaging in clinical rotations [13]. Additionally, online learning has become the primary teaching model which has posed challenges for students without access to reliable internet and teachers without experience using online mediums [13,14].…”

In Lebanon “It Never Rains But It Pours”—How the American University of Beirut faced dangers and seized opportunities: Transforming medical education through multiple crises

“…A medical e-learning task force was appointed during the academic year 2019-2020 to address obstacles to in-person learning that resulted initially from the Lebanese uprising of October 2019 and then the COVID-19 pandemic. [12][13][14][15] Resources, including specific educational software, were both purchased and developed in order to enhance student learning. As the challenges with convening classes continued, it became increasingly difficult to implement competency-based medical education.…”

Undergraduate medical education amid COVID-19: a qualitative analysis of enablers and barriers to acquiring competencies in distant learning using focus groups

“…Medical faculties all over the world were forced to switch their curricula to distant learning in virtually no time and to implement e-learning with little thoughtful evolutionary process to assure at least a minimum of learning progress of students. Particular challenges emerging are rapidly changing regulations, accountability for health of teachers and students, and need for quick technical realization [2].…”