Emerging stronger post pandemic: Medical and Health Professional Education

Abstract

matrixes in place at present in health professional training institutions. Aligned to the performance evaluations, there needs to be supportive schemes to incentivise and reward faculty members who contributed to enhance the learning environment for students and residents.Medical education is very much context-based and situation-focused. What worked in one setting may not be appropriate in another learning context. The leadership, planners, and educators must be aware of this and carefully design and incorporate innovations and new approaches to learning that have worked in another setting to one's own. This is especially true when one is incorporating technology-enhanced learning activities such as simulation based or remote distance online learning formats. Finally, the quality improvement and quality assurance processes in health professions education must be aligned to the local context needs. These standards, however, should be benchmarked to internationally accepted best practices, but situated very much on the local needs and promoting impactful changes to student learning environments (Samarasekera & Gwee, 2021).A quick literature search at present will demonstrate large number of innovations and changes that were incorporated to medical and health professional training curricula over the pandemic period (Ng et al., 2021). It is an opportune time now to focus on developing these changes, based on best evidence practices., The impact of these changes need to be subsequently evaluated to further enhance student learning. At the end of it all, what is most vital is to provide quality care to our patients by competent, caring, and empathetic health professionals.