We Have No Choice but to Transform: The Future of Medical Education After the COVID-19 Pandemic

Lucey, Catherine R.; Davis, John A.; Green, Marianne M.

doi:10.1097/acm.0000000000004526

Cited by 30 publications

(30 citation statements)

References 47 publications

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“…Medical student who are the future medical workforce, are expected to excel in their professional training and embrace emerging competencies such as incorporating data and technology in healthcare service. Reviews show that medical schools are beginning to redesign the curriculum to meet the need of the 21st century, and the COVID-19 pandemic could be the catalyst that transforms and hastens this process [30]. The pandemic is expected to transform the teaching methods of medical schools by integrating telemedicine [31].…”

Section: Open Accessmentioning

confidence: 99%

Mobile health applications: awareness, attitudes, and practices among medical students in Malaysia

et al. 2022

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Background The popularity of mobile health (mHealth) applications (or apps) in the field of health and medical education is rapidly increasing, especially since the COVID-19 pandemic. We aimed to assess awareness, attitudes, practices, and factors associated with the mHealth app usage among medical students. Methods We conducted a cross-sectional study involving medical students at a government university in Sarawak, Malaysia, from February to April 2021. Validated questionnaires were administered to all consenting students. These questionnaires included questions on basic demographic information as well as awareness, attitude toward, and practices with mHealth apps concerned with medical education, health and fitness, and COVID-19 management. Results Respondents had favorable attitudes toward mHealth apps (medical education [61.8%], health and fitness [76.3%], and COVID-19 management [82.7%]). Respondents’ mean attitude scores were four out of five for all three app categories. However, respondents used COVID-19 management apps more frequently (73.5%) than those for medical education (35.7%) and fitness (39.0%). Usage of all three app categories was significantly associated with the respondent’s awareness and attitude. Respondents in the top 20% in term of household income and study duration were more likely to use medical education apps. The number of respondents who used COVID-19 apps was higher in the top 20% household income group than in the other income groups. The most common barrier to the use of apps was uncertainty regarding the most suitable apps to choose. Conclusion Our study highlighted a discrepancy between awareness of mHealth apps and positive attitudes toward them and their use. Recognition of barriers to using mHealth apps by relevant authorities may be necessary to increase the usage of these apps.

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Section: Open Accessmentioning

confidence: 99%

Mobile health applications: awareness, attitudes, and practices among medical students in Malaysia

et al. 2022

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“…However, while virtual interviewing promotes equity by lifting financial and accessibility barriers, its rollout may have simultaneously introduced new equity challenges, such as reduced opportunity for applicants to assess program diversity and inclusivity and less holistic application screening due to increased applications per program. 23 Further exploring these drawbacks and piloting innovations to address them will ensure that the equity benefits of virtual interviews can be further optimized; strategies to address these drawbacks may include standardizing the interview process, creating designated spaces for learners underrepresented in medicine to connect with those from similar backgrounds, and leveraging artificial intelligence to increase efficiency of holistic review. 24…”

Section: Virtual Interviews and Equitymentioning

confidence: 99%

Interview Without Harm: Reimagining Medical Training’s Financially and Environmentally Costly Interview Practices

Hampshire

Shirley

2022

Academic Medicine

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The looming threat of climate change urgently calls for reimagining unsustainable systems and practices, including academia’s culture of emissions-intensive travel. Given that medical educators are uniquely invested in the future of the trainees they represent, this reimagination can and should begin with medical education. Making significant reforms to the application process has historically been challenging, but the COVID-19 pandemic catalyzed an abrupt shift from in-person to virtual interviews for medical school, residency, and fellowship. Programs and applicants alike demonstrated resilience, innovation, and satisfaction in adapting to virtual interviews during 2 full application cycles. This restructuring has prompted consideration of the necessity of environmentally costly, expensive, and time-consuming cross-country travel for single-day interviews. However, evolving conversations about the future of medical training interviews have not prioritized environmental impact, despite the sizeable historical emissions generated by interview-related travel and the incompatibility between ecological damage and population health. Beyond environmental impact, virtual interviews are more equitable, with significantly fewer financial costs, and they are more efficient, requiring less time off from school or work. Many concerns associated with virtual interviews, including interview inflation and limited applicant exposure to programs and their surrounding areas, can be addressed via creative and structural solutions, such as interview caps and in-person second-look programs. The medical training interview process underwent a forced restructuring due to the unprecedented disruption caused by COVID-19. This moment presents a strategic inflection point for medical education leadership to build on the momentum and permanently transform the process by focusing on sustainability and equity.

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“…C Lucey and colleagues 35 from the University of California at San Francisco proposed the following “Ten‐point, 10 Year Platform for Medical Education Transformation” to be considered to produce the next generation of post‐Covid physician who would be capable to meeting the future challenges in health care. …”

Section: Training the Next Generation Of Healthcare Leaders And Provi...mentioning

confidence: 99%

“…C Lucey and colleagues 35 8. Protect the workforce by prioritizing learner and physician's well-being.…”

Section: Training the Next Generation Of Healthcare Leaders And Provi...mentioning

confidence: 99%

Impact of digital transformation on the future of medical education and practice

Lattouf

2022

Journal of Cardiac Surgery

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In this article, the author provides synopses of the factors that have finally propelled health-care education and practice to join, at times reluctantly, the overarching digital transformative process that has been swept other industries over the last few decades. The key contributors and driving forces that have energized the entry of health-care education and practices are mentioned. The roles of major universities, large technology companies, and the expanding roles of Artificial Intelligence and Machine Learning are described. The projected future developments are predicted to continue to be substantial, sweeping, and forcing changes that are unprecedented. Thus, academicians and practitioners should be alerted to what the rapidly changing landscape is likely to become and accordingly take steps to manage and preserve their roles or risk be left behind or worse be forced out.

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We Have No Choice but to Transform: The Future of Medical Education After the COVID-19 Pandemic

Cited by 30 publications

References 47 publications

Mobile health applications: awareness, attitudes, and practices among medical students in Malaysia

Mobile health applications: awareness, attitudes, and practices among medical students in Malaysia

Interview Without Harm: Reimagining Medical Training’s Financially and Environmentally Costly Interview Practices

Impact of digital transformation on the future of medical education and practice

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