The pedagogical challenges of teaching psychiatry residents during the COVID-19 pandemic

Abstract

The coronavirus disease 2019 (COVID-19) pandemic has challenged and almost completely disrupted the previous teaching system, based mainly on teachers’ and learners’ physical presence. This impact has forced educators to identify alternative learning models and begin utilizing new approaches, often without detailed analysis or thorough, systematic planning. The current literature review aims to reveal some of the greatest pedagogical challenges in remotely teaching psychiatry residents during the pandemic. This mini-review’s results may help in developing additional pedagogical techniques and key applications for educational activities to teach psychiatry residents, as well as to suggest directions for future psychiatry resident education.

Medical residents’ and teachers’ perceptions of the digital format of nation-wide didactic courses for psychiatry residents in Sweden: a survey-based observational study

“…The results point towards combining in-person teaching and digital formats. However, striving towards a mixed format would require a plan for curriculum development with continuous evaluations to access which formats are efficient and what purposes they serve [2,3,16]. For a revised curriculum to be successfully implemented, the developmental work should include several "checkpoints" [2,16,17].…”

“…However, striving towards a mixed format would require a plan for curriculum development with continuous evaluations to access which formats are efficient and what purposes they serve [2,3,16]. For a revised curriculum to be successfully implemented, the developmental work should include several "checkpoints" [2,16,17]. In the Metis context, this could encompass the creation of a few pilot courses (i.e., with new digital elements in Phase I/II or III) along with their evaluation which would involve several steps for residents, teachers/ course directors as well as the Metis national network and Board of Directors.…”

“…The COVID-19 pandemic has challenged traditional teaching systems globally, at the same time as it has served as a potential catalyst for creative change, not least within the field of medical education [1,2]. The rapid digitalization taking place during this time will likely influence the design and format of education and next-generation medical curricula.…”