COVID‐19 pandemic: Beyond medical education in Brazil

Carvalho, Vitor Oliveira; Conceição, Lino Sérgio Rocha; Gois, Miburge B.

doi:10.1111/jocs.14646

Cited by 32 publications

(29 citation statements)

References 6 publications

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“…The increased uptake of virtual administration of CME provides an opportunity to reduce barriers to access to high-quality resources irrespective of local medical education resources or personal barriers to access. 4 This can bring globalization to medical education but also can act as an equalizer. Women attend and participate less frequently at conferences, serve on fewer journal editorial boards, and are less commonly listed as primary authors in peer-reviewed journals.…”

mentioning

confidence: 99%

Access, an unintended consequence of virtual continuing medical education during COVID-19: a department's experience at the University of Toronto

Kisilevsky

Margolin

Kohly

2021

Canadian Journal of Ophthalmology

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mentioning

confidence: 99%

Access, an unintended consequence of virtual continuing medical education during COVID-19: a department's experience at the University of Toronto

Kisilevsky

Margolin

Kohly

2021

Canadian Journal of Ophthalmology

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“…In Brazil, it was observed that private universities were able to carry on by deploying electronic platforms which were not available to the public institutions. Unavailability of appropriate infrastructure and the presence of socially vulnerable students serve as a deterrence to online learning there [ 10 ]. The absence of sufficient IT infrastructure, uninterrupted internet access, stable power supply, access to computers by the socially vulnerable students and poor online content development by the faculty.…”

Section: Essaymentioning

confidence: 99%

Challenges with medical education in Nigeria in the COVID-19 era

Oladipo¹,

Fashola²,

Agboola³

et al. 2020

Pan Afr Med J

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On March 20 th 2020 the Federal Government of Nigeria ordered the closure of all educational institutions, this was inclusive of all medical schools in the country. During the initial phases of this closure, most institutions were at a loss on how to proceed with learning as universities in Nigeria use mainly the didactic lecturing model. As the lockdown progressed it became imperative to the institutions to set up e-learning media for continued instruction of students. It was found that in the institutions with e-learning facilities, the preclinical years remained mostly unaffected by the closure of medical schools due to the COVID-19 pandemic, while all institutions came to a standstill as regards providing a suitable alternative for clinical exposure. This therein has caused loss of valuable time and a change in the calendar of the school year, making it uncertain as to when the next set of qualified medical professionals will emerge in Nigeria. In this essay, we take a look at medical education in Nigeria, its challenges and progression in the COVID-19 era. We also take a look at the effect of the pandemic on learning and the subsequent interventions introduced to mitigate it.

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“…Contudo, mesmo com grande esforço para acatar as recomendações, o resultado desse movimento de adaptação da educação médica no Brasil parece tímido diante dos inúmeros obstáculos. De acordo com Carvalho, Conceição e Gois 4 esses impedimentos guardam questões estruturais, como a vulnerabilidade social de parte dos alunos e uma carência já instalada de ferramentas tecnológicas nas Universidades, onde predominam as pesquisas no país 4 .…”

Section: Introductionunclassified

“…Estudos selecionados de acordo com o critério de elegibilidadeISSN 2525-8761 pandêmico no qual urge a aquisição de novas tecnologias e qualificação dos envolvidos4,7 . Os demais textos têm como temática central a educação médica e abordam os eventos científicos de forma sutil, todavia trazendo argumentação relevante à discussão, considerada a indissolubilidade entre ensino, pesquisa e extensão.…”

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