Health Research and Education during and after the COVID-19 Pandemic: An Australian Clinician and Researcher Perspective

Abstract

Introduction: The COVID-19 pandemic had an unprecedented global effect on teaching and education. This review discusses research, education and diagnostics from the perspectives of four academic clinicians and researchers across different facilities in Australia. Materials and methods: The study adopted a literature review and an Australian researcher’s perspective on the impact of the COVID-19 pandemic on health education, research and diagnostics. Results: At the start of the pandemic, medical facilities had to adhere urgently to major work restrictions, including social distancing, mask-wearing rules and/or the closure of facilities to protect staff, students and patients from the risk of COVID-19 infection. Telemedicine and telehealth services were rapidly implemented and adapted to meet the needs of medical education, the teaching of students, trainee doctors, nursing and allied health staff and became a widely accepted norm. The impact on clinical research and education saw the closure of clinical trials and the implementation of new methods in the conducting of trials, including electronic consents, remote patient assessments and the ability to commence fully virtual clinical trials. Academic teaching adapted augmented reality and competency-based teaching to become important new modes of education delivery. Diagnostic services also required new policies and procedures to ensure the safety of personnel. Conclusions: As a by-product of the COVID-19 pandemic, traditional, face-to-face learning and clinical research were converted into online formats. An hybrid environment of traditional methods and novel technological tools has emerged in readiness for future pandemics that allows for virtual learning with concurrent recognition of the need to provide for interpersonal interactions.

The Extended Information Systems Success Measurement Model: e-Learning Perspective

“…Beholding that COVID-19 has, so far, changed every traditional way of processing activities in the past two years [129][130][131][132][133], higher education institutions also seek this change to keep the learning process ongoing [134][135][136][137][138][139][140][141][142][143][144]. Therefore, online learning has become the new normal.…”

Ten Years of TeleHealth and Digital Healthcare: Where Are We?

“…The COVID-19 pandemic has presented a real training ground in this field and an unexpected growth stimulus never experienced before, with the consolidation of ancient areas and the exploration of new areas. Furthermore, even in TH and DH, one can currently count on the use of emerging technologies, such as robotics [ 24 , 25 , 26 , 27 ], augmented reality [ 28 ], virtual reality [ 29 ], and artificial intelligence [ 30 , 31 ]. Moreover, assistive technologies have played a strategic role during the pandemic as they were consolidated in the context of different applications and disabilities relating communication and motion [ 32 , 33 , 34 , 35 , 36 , 37 , 38 , 39 , 40 , 41 ].…”

Impact of the COVID-19 Pandemic on Paediatrics Training in a Regional Victorian Hospital

“…1 Since then, the world has experienced multiple variants, each with its level of virulence. 2 The effects on the health care system have been astronomical; however, the impact on medical students and junior medical staff on their clinical training has likely been under-estimated. 3 Emergency lockdown strategies disrupted junior medical staff training in academic and clinical settings.…”