Medical Education during the COVID-19: A Review of Guidelines and Policies Adapted during the 2020 Pandemic

Saeki, Soichiro; Okada, Reiko; Shane, Peter Y.

doi:10.3390/healthcare11060867

Cited by 6 publications

(4 citation statements)

References 15 publications

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“…Additionally, the absence of direct patient interaction and exposure to diverse clinical scenarios may impact the development of communication skills, empathy, and the understanding of patient-centered care. However, with the pandemic, many clinical rotations have been canceled or postponed, depriving students of valuable hands-on experience [ 39 ]. This has forced educators to find new ways of teaching communication skills through virtual simulations and telemedicine consultations.…”

Section: Changes In the Communication Skills In Medical Educationmentioning

confidence: 99%

Lessons for Medical and Health Education Learned from the COVID-19 Pandemic

et al. 2023

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Our paper analyzes lessons for medical education and health education stemming from the experience gained in the course of the COVID-19 pandemic. Moreover, it tackles the issue of the social health and psychological wellbeing of medical students involved in online education during the COVID-19 pandemic. The paper systematizes up-to-date data on how medical schools and universities have adapted to the conditions of the COVID-19 pandemic and implemented novel effective solutions for the learning process, such as transitioning from traditional in-person classes to online learning, incorporating virtual simulations and telemedicine experiences for clinical training, and collaborating with health authorities to provide support in testing and contact tracing efforts. The paper contains an analysis of various aspects of medical education, such as the changes in practical classes, the impact of the pandemic on the formation of communication skills, methods for assessing students’ knowledge and skills, and many others. It also considers case studies related to the implementation of educational programs, methodologies, and novel digital technologies in a pandemic. Additionally, the paper features an empirical study that is based on the results of our own survey that was carried out with the help of a snowball convenient sampling that involved 710 medical students between 19 and 25 years of age (56% females and 44% males) from 4 Russian regions (Moscow, Krasnodar, Kazan, and Saint Petersburg). We applied the correlation between stress scores, anxiety scores, factors of stress, and strategies for coping with stress and various economic and demographic variables (age, environment, and gender) that were analyzed using the chi-square test. Our results demonstrate that over 85% of the students in our sample yielded an above-average vulnerability to stress due to the COVID-19 restrictions. At the same time, around 61% of the students experienced severe anxiety during online education in the COVID-19 pandemic. The important factors leading to stress and anxiety were the fear of getting infected and social distancing, and the best strategy to deal with stress and increase wellbeing was self-control. Through a comprehensive review of the literature and empirical estimations, our paper identifies key areas of improvement, including curriculum adaptation, technology integration, faculty development, student support, and interprofessional collaboration. The proposed recommendations aim at strengthening medical education systems and preparing healthcare professionals to effectively navigate future pandemics.

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Section: Changes In the Communication Skills In Medical Educationmentioning

confidence: 99%

Lessons for Medical and Health Education Learned from the COVID-19 Pandemic

et al. 2023

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“…This iterative process can lead to delays in developing educational materials. In a time when efficiency is crucial—such as during the COVID-19 pandemic or in situations with limited teaching resources—swift adaptations and improvements in the effectiveness of certain teaching methods may be imperative to uphold the quality of medical training [ 16 17 ].…”

Section: Introductionmentioning

confidence: 99%

Using ChatGPT in Psychiatry to Design Script Concordance Tests in Undergraduate Medical Education: Mixed Methods Study

Hudon,

Kiepura,

Pelletier

et al. 2024

JMIR Med Educ

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Background Undergraduate medical studies represent a wide range of learning opportunities served in the form of various teaching-learning modalities for medical learners. A clinical scenario is frequently used as a modality, followed by multiple-choice and open-ended questions among other learning and teaching methods. As such, script concordance tests (SCTs) can be used to promote a higher level of clinical reasoning. Recent technological developments have made generative artificial intelligence (AI)–based systems such as ChatGPT (OpenAI) available to assist clinician-educators in creating instructional materials. Objective The main objective of this project is to explore how SCTs generated by ChatGPT compared to SCTs produced by clinical experts on 3 major elements: the scenario (stem), clinical questions, and expert opinion. Methods This mixed method study evaluated 3 ChatGPT-generated SCTs with 3 expert-created SCTs using a predefined framework. Clinician-educators as well as resident doctors in psychiatry involved in undergraduate medical education in Quebec, Canada, evaluated via a web-based survey the 6 SCTs on 3 criteria: the scenario, clinical questions, and expert opinion. They were also asked to describe the strengths and weaknesses of the SCTs. Results A total of 102 respondents assessed the SCTs. There were no significant distinctions between the 2 types of SCTs concerning the scenario (P=.84), clinical questions (P=.99), and expert opinion (P=.07), as interpretated by the respondents. Indeed, respondents struggled to differentiate between ChatGPT- and expert-generated SCTs. ChatGPT showcased promise in expediting SCT design, aligning well with Diagnostic and Statistical Manual of Mental Disorders, Fifth Edition criteria, albeit with a tendency toward caricatured scenarios and simplistic content. Conclusions This study is the first to concentrate on the design of SCTs supported by AI in a period where medicine is changing swiftly and where technologies generated from AI are expanding much faster. This study suggests that ChatGPT can be a valuable tool in creating educational materials, and further validation is essential to ensure educational efficacy and accuracy.

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“…In medical schools, students were challenged to engage and succeed in a rigorous curriculum amidst the pandemic. 1 At the same time, administration and faculty were tasked with producing a class of educated professionals while following and staying updated on constantly changing protocols. Factors from safety concerns 2 for medical students exposed to COVID positive patients to technological challenges for those delivering a virtual curriculum called all normal procedures into question.…”

Section: Introductionmentioning

confidence: 99%

Impact of COVID-19 on Medical Education: A Narrative Review of Reports from Selected Countries

Restini,

Faner,

Miglio

et al. 2023

Journal of Medical Education and Curricular Development

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The COVID-19 pandemic presented unprecedented challenges to medical training worldwide. Many studies examining barriers, such as student safety concerns and technological issues for adaptability to a virtual learning mode, were conducted during social distancing and described the pandemic's impact on medical education. This narrative sought to review how medical schools adapted to the pandemic and to provide a unique analysis of the challenges faced in delivering medical curricula worldwide. A search of the medical education literature yielded articles describing methods employed by medical colleges from locations worldwide. All articles that met search parameters were archived on PubMed. Of 109 manuscripts, 12 describe strategies adopted by 10 countries. They support the discussion of teaching and learning at the pre-clerkship and clerkship levels during the COVID-19 pandemic. Online learning became the method adopted by medical schools worldwide to address hurdles during the pandemic. Access to technology, the internet, and appropriate infrastructure, resulted in solid indicators of medical education success. From the student's perspective, the most significant advantage of this strategy was flexibility. The compiled reports are representative approaches used during the pandemic and may serve as guidelines for medical colleges when strategic change is needed during pre-clerkship and clerkship education. Strategies based on information technology proved successful; however, more equitable access is necessary. It is crucial to consider the complexities of syndemic conditions when adjusting the curriculum in challenging situations such as a pandemic.

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Medical Education during the COVID-19: A Review of Guidelines and Policies Adapted during the 2020 Pandemic

Cited by 6 publications

References 15 publications

Lessons for Medical and Health Education Learned from the COVID-19 Pandemic

Lessons for Medical and Health Education Learned from the COVID-19 Pandemic

Using ChatGPT in Psychiatry to Design Script Concordance Tests in Undergraduate Medical Education: Mixed Methods Study

Impact of COVID-19 on Medical Education: A Narrative Review of Reports from Selected Countries

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