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

Abstract

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.

Volunteering and social engagement of medical students in South Korea during the COVID-19 pandemic

“…Due to the widespread outbreak of the coronavirus disease 2019 (COVID-19), many classroom-based lectures moved online, and medical school clinical clerkships were affected to differing degrees across the world [ 1 ]. While lectures and clerkships were on hold, medical students worldwide sought after their duties and social responsibilities in the midst of this pandemic.…”

“…Korea’s early pandemic response led to a relatively brief 3-week average suspension of clinical rotations for the start of the academic year in March 2020, which was shorter than in other parts of the world [ 1 ]. The lack of organized institutional volunteering activities like those seen in other countries may have been due to the rapid resumption of the normal clinical curricula and the absence of national or regional lockdowns.…”

One Academic Year Under COVID-19 Conditions: A Multicenter Evaluation Study Among Medical Students in Bavaria, Germany Students' Needs, Difficulties, and Concerns About Digital Teaching and Learning

“…Around the world, medical schools have undertaken extensive evaluation efforts [8,10,25,26]. Some of them have developed a regional or even national strategy for evaluating digital teaching [4,5,9,31,32]. In Germany, national institutions for higher education development, such as the Centre for Higher Education (Centrum für Hochschulentwicklung; CHE), the German Centre for Higher Education Research and Science Studies (Deutsches Zentrum für Hochschul-und Wissenschaftsforschung; DZHW) or the Institute for Higher Education Development (Institut für Hochschulentwicklung; HIS), have conducted national surveys on the quality and future of digital teaching at German universities [2,7,33,34].…”

Pre-medical students’ perceptions of educational environment and their subjective happiness: a comparative study before and after the COVID-19 pandemic

“…Thus, the pandemic affected both the pre-clinical and clinical learning environments. However, with the lockdown restrictions gradually easing, clinical rotations are now being rearranged [ 4 – 7 ]. Nevertheless, pre-medical students, as part of pre-clinical students, grappled with the online curriculum because of social distancing requirements [ 4 ].…”

“…Despite the sudden transition to online learning, medical students were highly accepting of the online format and were generally satisfied with the online course [ 4 , 8 – 10 ]. Several studies reported students’ positive perception of online learning, and pre-clinical students, especially, were reported to appreciate online learning.…”