Can Covid Catalyze an Educational Transformation? Competency-Based Advancement in a Crisis

Transforming University of California, Irvine medical physiology instruction into the pandemic era

“…Remote E-Learning provides better access to learning resources online, however the quality of the content and delivery impose significant barriers preventing the effectiveness of E-Learning instruction (4). While COVID-19 has disrupted traditional graduate medical education (GME) programs (5), medical students are enthusiastic for the opportunity to train in these incredible times (6). COVID-19 is also hastening the expansion of the asynchronous learning approaches in undergraduate medical education (UGME) (7).…”

La pandemia COVID-19 como oportunidad de reflexión en Educación en Ciencias de la Salud

“…Mientras nosotros estamos recién empezando el camino hacia la educación por competencias, en Estados Unidos la pandemia abrió la discusión sobre la posibilidad de organizar programas de formación de especialistas con rotaciones de duración flexible, que permitan certificar competencias de acuerdo al desarrollo particular de cada estudiante, reconociendo diferencias en el tiempo necesario para cada uno de ellos 9 . La experiencia de este modelo innovador podría ser considerado en el rediseño de nuestros programas de formación en el futuro.…”

Building on innovation and lessons learnt during the COVID‐19 pandemic

“…Equally important has been the need to change the delivery of education programs for undergraduate and postgraduate programs; there have been many examples of the successful integration of digital and education innovation. 8,9,10 It is a time of great innovation within healthcare with many lessons to be learnt. The challenge is to continue to be receptive to further innovation, as individuals and as members of the healthcare workforce.…”