Collateral damage: the effect of SARS on medical education

Rieder, Michael J.; Salvadori, Marina; Bannister, Susan L.; Kenyon, Cynthia F.

doi:10.1111/j.1743-498x.2004.00026.x

Cited by 14 publications

(20 citation statements)

References 9 publications

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“…Our experiences from the pandemic preparedness during the SARS (Lim et al 2009; Ministry of Health Singapore 2014) pandemic and subsequent threats from potential pandemics like MERS have evolved into a robust system of coordinated approaches (Rieder et al 2004) for academic and healthcare establishments (Tay et al 2010). Core principles that should govern academic medical centres' responses to pandemic outbreaks include:…”

Section: Principles Of Consolidated Academic Centre Responsementioning

confidence: 99%

“…There are limitations that come to the fore (Rieder et al 2004) when central coordinated approach is planned and rapidly implemented across specialties and faculties. A central top-down approach may not be sufficiently nimble to react to changes on the ground, especially if the flow of information is largely unilateral or not time-sensitive.…”

Section: Strengths Limitations and Practice Advisoriesmentioning

confidence: 99%

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Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19

et al. 2020

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Background: The Corona Virus has been declared a pandemic by the World Health Organization (WHO). We state the consolidated and systematic approach for academic medical centres in response to the evolving pandemic outbreaks for sustaining medical education. Discussion: Academic medical centres need to establish a 'COVID-19 response team' in order to make time-sensitive decisions while managing pandemic threats. Major themes of medical education management include leveraging on remote or decentralised modes of medical education delivery, maintaining the integrity of formative and summative assessments while restructuring patient-contact components, and developing action plans for maintenance of essential activities based on pandemic risk alert levels. These core principles must be applied seamlessly across the various fraternities of academic centres: undergraduate education, residency training, continuous professional development and research. Key decisions from the pandemic response teams that help to minimise major disruptions in medical education and to control disease transmissions include: minimising inter-cluster cross contaminations and plans for segregation within and among cohorts; reshuffling academic calendars; postponing or restructuring assessments. Conclusions: While minimising the transmission of the pandemic outbreak within the healthcare establishments is paramount, medical education and research activities cannot come to a standstill each time there is a threat of one.

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Section: Principles Of Consolidated Academic Centre Responsementioning

confidence: 99%

Section: Strengths Limitations and Practice Advisoriesmentioning

confidence: 99%

Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19

et al. 2020

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“…1 In Canada, clerkship placements saw a significant reduction in quantity and scope, and adaptations to the Canadian residency application process were required even after containment of the crisis. 2 Nevertheless, even in impacted areas around the world, medical school cohorts were able to receive accreditation as usual.…”

Section: A Historical Perspectivementioning

confidence: 99%

“…On the one hand, experimental drugs are being used to treat pregnant women with COVID-19 anyway. 2,5 On the other hand, pregnant women with COVID-19 are dying, perhaps with no treatment attempted.…”

mentioning

confidence: 99%

COVID-19: novel pandemic, novel generation of medical students

Wang¹,

Deng

Tsui

2020

British Journal of Anaesthesia

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“…Many universities and teaching hospitals are uncertain on how to best provide medical education during these tough times, including in Indonesia. However, this was not the first coronavirus outbreak that has happened since there was SARS in 2003 20,21 and MERS in 2012 22,23 which also affected the way medical students learn. Since there is little information on how to best deal with the COVID-19 pandemic in terms of teaching and learning for medical students, both those in pre-clerkship and clerkship, we did a systematic review to answer the following questions: "What are the effects of learning from home for both undergraduate medical students and clerkship students during COVID-19" and "What can we learn from previous coronavirus outbreaks in terms of medical education?…”

Section: Introductionmentioning

confidence: 99%

Coronavirus outbreaks including COVID-19 and impacts on medical education: a systematic review

Kelly

Hwei

Octavius

2020

J Community Empowerment for Health

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Since the beginning of 2020, the world has been affected by the novel coronavirus COVID-19 pandemic. The virus’ infectious nature pushed all sectors to implement social distancing measures in an effort to limit its transmission, including the education sector. We searched PubMed and Science Direct on June 12th and found 24 papers that are relevant to our review. After the World Health Organization announced that COVID-19 is a global threat, various countries took a variety of measures to limit the disease spread such as social distancing, self-quarantine, and closing public facilities that hold large gatherings, including universities and schools. Hospitals started to prioritize services for COVID-19 cases. Medical education programs are also affected by this disease, but not continuing in-person classes outweighs any benefit from traditional teaching methods. The previous Severe Acute Respiratory Syndrome (SARS) and Middle East Respiratory Syndrome (MERS) pandemics have shown ways to shift medical education to online platforms. In the current pandemic, online meetings are being used to hold lectures, classes, laboratory practices, and clinical skills classes. For clerkship students, online platforms might not be feasible because this eliminates patient-doctor relationships, but it appears for now to be the only option. Some institutions have involved medical students in the frontlines altogether. We encourage all parties to constantly evaluate, review, and improve the efforts of continuing medical education, especially during this pandemic. Further research is needed to evaluate students’ performance after adopting e-learning and to discover the best methods in medical education in general and clerkship education in particular.

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Collateral damage: the effect of SARS on medical education

Cited by 14 publications

References 9 publications

Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19

Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19

COVID-19: novel pandemic, novel generation of medical students

Coronavirus outbreaks including COVID-19 and impacts on medical education: a systematic review

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