COVID-19 pandemic—testing times for post graduate medical education

Agrawal, Siddharth; Tandon, Vivek; Srivastava, Rajat M; Kaur, Apjit

doi:10.4103/ijo.ijo_3174_20

Cited by 7 publications

(12 citation statements)

References 2 publications

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“…[28][29][30][31] Researchers saw significant anxiety in the faculty and students who were given additional duties in the pandemic. 32 The ongoing pandemic has added new stressors while aggravating the existing ones for students. The expected academic loss with disturbed traditional learning processes and yet to be achieved academic milestones have contributed to the students' anxiety about wellness stressors.…”

Section: Adverse Health Of Residentsmentioning

confidence: 99%

Impact of COVID-19 Pandemic on Post-Graduate Medical Education and Training in India: Lessons Learned and Opportunities Offered

Patil¹,

Ranjan²,

Kumar³

et al. 2021

AMEP

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Hands-on or practice-based learning is the foundational objective of postgraduate teaching and training. A skilled and competent postgraduate resident is critical to the country's health needs and is more relevant in the ongoing COVID-19 pandemic. The postgraduate medical training in India is speciality-specific and based on a structured curriculum and syllabus to achieve precise educational goals and objectives. The impact of this pandemic on postgraduate medical education and training is controversial, challenging, unknown, and far-reaching. The exceptional contagious nature of the virus and country-wide lockdowns have tremendously decreased hospital visiting patients. Abolition of outpatient and inpatient services, disruptions in clinical postings, curtailment of elective operations and procedures have adversely affected the training of residents and fellowship students in India and abroad. Apart from this, research work, mentoring, academic conferences, and workshops that offer learning experiences to these residents have been cancelled or suspended, thus denying them a chance to achieve domain knowledge and enhance their skills. Although this pandemic has offered new learning modes like teleconsultation, videoconferencing, virtual simulations, digital podcasts, etc., how much actual knowledge transfer and skill gain will be achieved is unanswered. Despite this disruption, this pandemic has offered a golden opportunity to relook at the current PG resident education and training programme. The lessons learned from this adversity offer medical universities, medical educators, and regulatory authorities many opportunities to develop a novel and innovative curriculum that enables the current and future residents to achieve the necessary proficiency and competency.

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Section: Adverse Health Of Residentsmentioning

confidence: 99%

Impact of COVID-19 Pandemic on Post-Graduate Medical Education and Training in India: Lessons Learned and Opportunities Offered

Patil¹,

Ranjan²,

Kumar³

et al. 2021

AMEP

View full text Add to dashboard Cite

show abstract

“…[11][12][13][14][15][16] A summary of the key recommendations from the literature review is shown in Table 1 and each is discussed in more detail in the further evaluation section. [2][3][4][5][6][9][10][11][12]17 Further evaluation: The 10 recommendations for medical education in a pandemic Recommendation 1: Students must feel safe in order to learn…”

Section: Resultsmentioning

confidence: 99%

“…Key themes were extracted from the abstracts on this basis, and nine papers were selected on this basis for full paper review. [2][3][4][5][6][7][8][9][10] Papers describing the impact of the pandemic on medical education but not offering practical suggestions on how to address this were excluded.…”

Section: A Practical Solution To Medical Education In a Pandemicmentioning

confidence: 99%

“…29 One group of medics in Dehli, India, proposed that students are given credit for the time spent volunteering towards their training and argue that, while different from their normal training, the clinical experience of working as part of a team in response to a pandemic will be invaluable preparation for their future careers. 5 Formally recognising their involvement not only helps students progress in their healthcare training, but also contributes to the students' sense of belonging and feeling part of the team. This may help them build esteem and ultimately achieve selfactualisation.…”

Section: Recommendation 5: Support Students To Work As Volunteers As ...mentioning

confidence: 99%

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Ward-based learning in a pandemic: an approach to ensuring sustainable medical education for healthcare students

Patterson

Calvo

Silverton

et al. 2022

Future Healthcare Journal

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The SARS-CoV-2 pandemic has caused significant disruption to medical education, requiring those involved in its delivery to radically revise teaching programmes to ensure continuation of delivery of training to future healthcare professionals. We describe our experience of implementing an infection teaching programme on a COVID-19 ward at a London teaching hospital affiliated to University College London (UCL) Medical School during the SARS-CoV-2 pandemic. We performed a scoping literature review of all papers published on medical education delivery in the pandemic between January 2020 -May 2021. We used the results from this, along with our pre-existing knowledge of medical education theory, to summarise 10 key learning recommendations for planning medical education in a pandemic. SARS-CoV-2 is unlikely to be the only significant interruption to medical education we see in our lifetimes. We should develop robust and sustainable teaching programmes with the aim of reducing disruption in the future.

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“…[ 2 ] With the ever-growing COVID-19 challenges and stress on hand hygiene and social distancing, online teaching platforms have taken a front seat. [ 3 ] We read the article by Agrawal et al ,[ 4 ] and we must congratulate the authors for touching on one of the sensitive issues in the medical training curriculum. However, we have few important points to add, which we believe will be extremely vital for all the postgraduate trainees growing in their professional career.…”

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confidence: 99%

Comments on: COVID-19 pandemic – Testing times for postgraduate medical education

Gurnani

Kaur

2021

Indian J Ophthalmol

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COVID-19 pandemic—testing times for post graduate medical education

Cited by 7 publications

References 2 publications

Impact of COVID-19 Pandemic on Post-Graduate Medical Education and Training in India: Lessons Learned and Opportunities Offered

Impact of COVID-19 Pandemic on Post-Graduate Medical Education and Training in India: Lessons Learned and Opportunities Offered

Ward-based learning in a pandemic: an approach to ensuring sustainable medical education for healthcare students

Comments on: COVID-19 pandemic – Testing times for postgraduate medical education

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