The new normal: Medical education during and beyond the COVID-19 pandemic

Kachra, Rahim; Brown, Allison

doi:10.36834/cmej.70317

Cited by 38 publications

(56 citation statements)

References 6 publications

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“…Education in healthcare settings has been particularly affected, with widespread cancellations ranging from departmental meetings to international conferences. 3,4 At the same time, the emergence of a new pandemic disease, with continually evolving clinical practice underpinned by a rapidly growing body of evidence, is exactly the sort of situation where effective and timely education for healthcare professionals is essential. This requirement is magnified further if clinicians are deployed outside their usual areas of expertise.…”

Section: Introductionmentioning

confidence: 99%

Rebooting medical education with virtual grand rounds during the COVID-19 pandemic

Sparkes

Leong

Sharrocks

et al. 2021

Future Healthcare Journal

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Social distancing during the coronavirus disease 2019 (COVID-19) pandemic has necessitated drastic changes in the practice of hospital medicine, including the cancellation of many educational activities. At the same time, the emergence of a new disease with a rapidly evolving knowledge base has mandated timely educational updates. To resolve this conflict in our hospital, we substituted 'traditional' grand rounds with 'virtual' grand rounds delivered over Zoom, consisting of a local situation report and operational update, followed by a specialtyspecific clinical presentation on management of COVID-19. Attendance was greatly increased (mean 384 attendees) compared to traditional grand rounds (mean 44 attendees) and included a diverse audience of medical professionals. Feedback was overwhelmingly positive, with >80% of responders stating that the sessions would or might inform their clinical practice. COVID-19 has therefore provided an opportunity to modernise grand rounds, and develop a new model matching the needs of medical education beyond the pandemic.

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Section: Introductionmentioning

confidence: 99%

Rebooting medical education with virtual grand rounds during the COVID-19 pandemic

Sparkes

Leong

Sharrocks

et al. 2021

Future Healthcare Journal

View full text Add to dashboard Cite

show abstract

“…Not only were these new multimodal methods successful on their own, but they also freed up course time that in the future can be used to improve synchronous learning (both in-person and remote) through expanded training of small group facilitators and engaging students in the development of remote learning practices. Recognizing that there may be future similar interruptions to medical education, we continue to consider innovations that we will embed in the curriculum beyond this remote learning period [22].…”

Section: Discussionmentioning

confidence: 99%

Rapid transition of a preclinical health systems science and social justice course to remote learning in the time of coronavirus

Garg

Eniasivam

Satterfield

et al. 2020

Medical Education Online

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As the coronavirus pandemic started, we rapidly transitioned a preclinical social justice and health systems sciences course at our medical school to asynchronous, remote learning. We describe processes, curricular innovations, and lessons learned. Small groups were converted into independent learning modules and lectures were given live via videoconferencing technology. We started with a simplified approach and then built technological capabilities over time. Current events were incorporated into curriculum and assessment. Our course ran from 16 March-3 April 2020 for the 155-person first-year class. Student attendance for optional, synchronous remote sessions was higher than in-person attendance in previous years. Completion rates for assignments were high but with minimal student collaboration. Faculty office hours were underutilized. Focus group and formal evaluations were largely positive, with numerical ratings for quality of the course and faculty teaching higher than the 2 years prior. Student engagement with social justice topics in aremote format was successful through modifications to small groups and lecture structure. Students, faculty, and administrative staff appreciated the consistency of session format throughout the course. Students exam performance was similar to prior years. Attention should be paid to what can be learned via self-study as opposed to small group learning. Better methods of soliciting realtime student feedback, and encouraging engagement with each other and with faculty in aremote environment are needed.

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“…At the outset of the pandemic, clinical rotations for senior medical students across Canada were suspended. 1 Students have now returned to significantly changed clerkship rotations. In addition to new safety protocols and sometimes lower patient volumes, a major transition has been an increase in virtual care.…”

Section: Virtual Care and Telemedicine In Undergraduate Medical Educatimentioning

confidence: 99%

“…Medical educators have had to adapt to a ‘new normal’, swiftly innovating both school-specific and national activities. 1 Previous adaptations due to public health crises have contributed to permanent innovation in medical education, such as online problem based learning. 2 However, there have also been many missed opportunities for improvements in medical education during prior public health crises.…”

mentioning

confidence: 99%

Medical education advances and innovations: A silver lining during the COVID-19 pandemic

et al. 2020

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The COVID-19 pandemic has disrupted healthcare processes substantially including medical education, necessitating several changes along the spectrum of medical training. While this crisis presents major challenges to medical education, it is also an immense opportunity for innovation. In this commentary, Canadian medical students cast a spotlight on four domains of Canadian medical education which have seen substantial changes during the COVID-19 pandemic: medical school admissions, pre-clerkship content delivery, virtual care and telemedicine curricula, and the residency matching process. Using the 10 recommendations noted in the Association of Faculties of Medicine of Canada (AFMC) 2010 Future of Medical Education in Canada report as a guiding framework, we discuss why these changes represent key steps forward that should be preserved in medical education beyond the pandemic, and advocate for a continuous quality improvement approach to evaluate and implement these innovations.

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The new normal: Medical education during and beyond the COVID-19 pandemic

Cited by 38 publications

References 6 publications

Rebooting medical education with virtual grand rounds during the COVID-19 pandemic

Rebooting medical education with virtual grand rounds during the COVID-19 pandemic

Rapid transition of a preclinical health systems science and social justice course to remote learning in the time of coronavirus

Medical education advances and innovations: A silver lining during the COVID-19 pandemic

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