A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leaders

Consorti, Fabrizio; Kanter, Steven L.; Basili, Stefania; Ho, Ming‐Jung

doi:10.1080/0142159x.2021.1877266

Cited by 25 publications

(38 citation statements)

References 46 publications

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“…17 In developed countries such as Italy, teachers’ limited skills to use technology were one of the major weaknesses of online medical education. 18 China was no exception. Numerous teachers in China still could not utilize different kinds of online education tools proficiently.…”

Section: Discussionmentioning

confidence: 99%

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Wang¹,

Yu²,

Liu³

et al. 2021

AMEP

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Objective Due to the quarantine measures during the outbreak of COVID-19, medical schools in China had to shift to online education overnight. Researchers wanted to survey the online medical education status quo and find out the underlying challenges and probable solutions in terms of online medical education to better understand improving and developing medical education in China. Methods Researchers distributed self-administered and piloted surveys regarding the implementation of online medical education on WeChat and Wenjuanxing. Researchers distributed three phases of online surveys to the undergraduate medical students, and one online survey to the medical teachers on phase three. Results Online medical education was carried out smoothly in China. Seventy-six percent of the students were satisfied with online medical education, and it hardly changed after a month. Courses with the quiz and live-stream courses were rare compared with courses incorporated with other elements. Most parents would remind their children to study online at home. At first, the biggest challenge of learning online was the lagging platform. Nevertheless, as time went by, the major challenge became the learning motivation. Most students thought it necessary to re-teach face-to-face after online education, while most teachers did not think so. Conclusion Generally speaking, online medical education was satisfying for both students and teachers, although online courses’ diversity with different forms and elements could be enhanced. Infrastructure construction should be considered first for the schools intended to promote online medical education. If the infrastructure were ready, learning motivation would become the biggest challenge for online medical education. Online medical education efficacy evaluation tools need to be developed in the future to narrow the discrepancy of the evaluation between teachers and students.

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Section: Discussionmentioning

confidence: 99%

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Wang¹,

Yu²,

Liu³

et al. 2021

AMEP

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“…SWOT analysis is a tool that reflects an individual or organisation’s current position and highlights opportunities for growth [ 31 ]. It has been applied in medical education to identify adaptations and strategies in response to COVID-19 [ 32 , 33 ]. Our analysis revealed the latent and complex inner struggles experienced by residents whose clinical training had been interrupted.…”

Section: Methodsmentioning

confidence: 99%

Transition from undergraduates to residents: A SWOT analysis of the expectations and concerns of Japanese medical graduates during the COVID-19 pandemic

2022

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Introduction Interruptions in undergraduate clinical clerkship during the COVID-19 pandemic have reduced the confidence and preparedness of residents beginning their postgraduate training. We explore the thoughts of new residents about this transition and reflect on the support needed. Methods An exploratory qualitative case study was conducted with 51 residents. All had experienced interruptions in clinical training due to the pandemic and had just started their postgraduate training. Qualitative data were collected through 6 focus groups and 12 individual follow-up interviews. A thematic analysis was undertaken, and the data were categorised using a Strengths, Weaknesses, Opportunities, and Threats (SWOT) framework. Results Graduates beginning their residency were aware of their professionalism and independence during the transition. They also faced the predicament of needing close supervision while their supervisors managed pandemic conditions. Residents emphasised the importance of developing relationships with colleagues and supervisors during the transition to residency and wanted direct observation and detailed feedback from their supervisors during procedures. Conclusions The experiences of residents were not uniformly negative. In fact, some had developed a positive mindset when entering the clinical field. Medical faculty members reflecting on interactions with new residents and planning future clinical internships could benefit from placing a high value on building relationships among residents, who may expect direct observation and detailed feedback from their supervisors.

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“…Participation was voluntary and no incentives were offered. Survey questions were developed based on a review of relevant literature and consultations with international research collaborators in the United States, Taiwan, Japan, and Italy, where similar surveys were conducted [13]. The survey consisted of two-parts.…”

Section: Methodsmentioning

confidence: 99%

How the coronavirus disease 2019 pandemic changed medical education and deans’ perspectives in Korean medical schools

Park¹,

Lee²,

Ho³

et al. 2021

Korean J Med Educ

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This study explored how the Korean Medical Colleges responded to the coronavirus disease 2019 (COVID-19) pandemic and the medical deans' perspectives on what and how these adaptions influence the present and the future of medical education. Methods: An email survey combining short and open-ended questions was distributed to all 40 Korean school deans in May 2020. Thirty-seven deans out of 40 medical schools in Korea (92.5%) participated. Results: Most lectures moved online but students' assessments were delayed and later held onsite. Clinical rotations continued except for an average of 3-week suspension during the first COVID-19 wave. The deans' remarks on the positive influences far outweighed the negative impact of COVID-19 on medical education. Although technological adaptations caused initial hardship, the experience gained through the use of various online learning systems led to attitudinal changes on the importance of adopting new technology and a tailored and student centric curriculum in medical education. Conclusion:The deans' perspective changes has shown the possibility of the deans' generation aligning more closely with the current Generation Z medical students. They projected further innovations in teaching and learning methods, especially applying flipped learning and highlighted the need to invest in faculty development so medical educators can be equipped and competent in diverse ICT (information and communications technology) learning platforms. Also, the need for advance preparations in medical education for future similar public health crises were stressed. Unprecedented changes brought by COVID-19 positively impacted Korean medical education in parts and the Korean deans envisioned further innovations using the experiences gained during this crisis.

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A SWOT analysis of Italian medical curricular adaptations to the COVID-19 pandemic: A nationwide survey of medical school leaders

Cited by 25 publications

References 46 publications

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Students’ and Teachers’ Perspective on the Implementation of Online Medical Education in China: A Qualitative Study

Transition from undergraduates to residents: A SWOT analysis of the expectations and concerns of Japanese medical graduates during the COVID-19 pandemic

How the coronavirus disease 2019 pandemic changed medical education and deans’ perspectives in Korean medical schools

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