Pedagogical strategies in medical education to the challenges of Covid-19: scoping review

Abstract

Introduction: The challenges brought by the continuity of the university teaching-learning process in the face of the measures to combat the pandemic of COVID-19 made the debate on the use of information and communication technologies (ICT) in medical education more important. Several strategies were used by teachers worldwide to continue their teaching activities. Objective: to investigate the strategies and uses of ICT in medical education in the face of the COVID-19 pandemic. Method: Five databases were systematically assessed, using the terms “COVID-19”, “medical education”, “higher education” and “students”, in Portuguese, English and Spanish, resulting in 321 initial citations, with 18 final references after applying the inclusion and exclusion criteria. Result: Four key topics were identified in the literature: (1) Challenges for Medical Education prior to COVID-19; (2) Challenges in migrating to remote education; (3) Strategies to overcome challenges related to the learning environment; and (4) Strategies to overcome challenges related to assessments and exams. Conclusion: The use of ICT in medical education in the context of the COVID-19 pandemic showed to be especially important, with considerations regarding the improvement in areas that were already used, the migration of some more articulated areas and experiences in clinical and procedural disciplines. There was also concern about the impacts of using ICT to replace the in-person presence of students in medical learning environments.

Use of information and communication technology (ICT) by medical students

“…A possible explanation for the high prevalence of frequent ICT use in the present study is the SARS-CoV-2 pandemic, which occurred concurrently with the study, and the consequent social distancing measures that were implemented, transforming a large part of the undergraduate activities into online dynamics 24,25 .…”

A rapid review of the effectiveness of alternative education delivery strategies in medical, dental, nursing and pharmacy education during the COVID-19 pandemic

“…Reviews have also highlighted the challenges in migrating to remote education 11,12 which include poor knowledge of staff on how to deal with technology, poor internet connections and difficulty in transitioning content for online learning. 11,12 By contrast, some students and staff report satisfaction with remote learning, 2,13 especially when collaboration and engagement with peers is facilitated. 2…”

“…A shift to virtual education for nursing students in Iran highlighted some of the challenges faced by educators and students, such as lack of infrastructure, reduced readiness of educators and students for e-learning, and the time to prepare educational content, 9 whilst educators in Canada 10 emphasised the importance of continuing to engage nursing students online. Reviews have also highlighted the challenges in migrating to remote education 11,12 which include poor knowledge of staff on how to deal with technology, poor internet connections and difficulty in transitioning content for online learning. 11,12 By contrast, some students and staff report satisfaction with remote learning, 2,13 especially when collaboration and engagement with peers is facilitated.…”

Extensão em micologia médica na percepção dos estudantes em tempos de pandemia da COVID-19

“…Embora o uso de tecnologias a distância na educação médica não seja uma novidade da COVID-19, o ensino presencial é o principal modelo empregado principalmente em disciplinas de habilidades clínicas. Com o cancelamento das aulas presenciais, o ensino on-line foi aplicado nas universidades como estratégia para dar continuidade aos estudos durante a pandemia (Silva et al, 2021;Moretti-Pires et al, 2021). O esforço contínuo para manter o conteúdo atrativo e interativo entre os estudantes, dentro desse contexto, tornou-se um desafio diário enfrentado por professores e estudantes de todas as áreas educacionais, incluindo a educação médica (Santos et al, 2020).…”