Innovation in medical education during the COVID-19 pandemic and its impact on the future

Sangha, Mahaveer S; Hao, Bo

doi:10.1080/0142159x.2021.1934426

Cited by 4 publications

(2 citation statements)

References 2 publications

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“…found that online clinical skills courses were often rated as inadequate but video recordings of interventions were seen as a helpful teaching tool for specific skills [ 25 ]. Virtual ward rounds were introduced in the UK to provide clinical exposure to medical students [ 26 ].…”

Section: Discussionmentioning

confidence: 99%

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Petek,

Zakarija-Grković,

Stepanović

et al. 2023

European Journal of General Practice

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Background Similar to other countries, Departments of Family Medicine in the former Yugoslavia had to transition from face-to-face to distance education during COVID-19. Objectives To elucidate obstacles and facilitators of the transition from face-to-face to distance education. Methods A cross-sectional, multicentre, qualitative study design was used to analyse nine open-ended questions from an online survey using inductive thematic analysis. The questionnaire was distributed to 21 medical schools, inviting them to involve at least two teachers/students/trainees. Data were collected between December 2021 and March 2022. Results In 17 medical schools, 23 students, 54 trainees and 40 teachers participated. The following themes were identified: facilitators and barriers of transition, innovations for enhancing distance education, convenience of distance education, classical teaching for better communication, the future of distance education, reaching learning outcomes and experience of online assessment. Innovations referred mainly to new online technologies for interactive education and communication. Distance education allowed for greater flexibility in scheduling and self-directed learning; however, participants felt that classical education allowed better communication and practical learning. Teachers believed knowledge-related learning outcomes could be achieved through distance education but not teaching clinical skills. Participants anticipated a future where a combination of teaching methods is used. Conclusion The transition to distance education was made possible thanks to its flexible scheduling, innovative tools and possibility of self-directed learning. However, face-to-face education was considered preferable for fostering interpersonal relations and teaching clinical skills. Educators should strive to strike a balance between innovative approaches and the preservation of personal experiences.

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Section: Discussionmentioning

confidence: 99%

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Petek,

Zakarija-Grković,

Stepanović

et al. 2023

European Journal of General Practice

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“…Additionally, our current study suggests that this number may decline during the COVID-19 pandemic and beyond. Therefore, placing more emphasis on global epidemiology courses and even the development of Master of Public Health programs in addition to other innovations in medical education would be beneficial toward training the next generation of physicians oriented to potential future pandemics and be able to contribute to the improvement of human health globally ( Gibbs, 2020 ; Sangha & Hao, 2021 ).…”

Section: Discussionmentioning

confidence: 99%

Impact of COVID-19 on international medical education and the future plans of medical students in Japan

Goudarzi¹,

Onozawa²,

Takahashi³

2022

MedEdPublish

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Background: The aim of this study was to assess the impact of the coronavirus disease 2019 (COVID-19) pandemic on the current study methods and future plans of medical students compared to those in the pre-pandemic period. Methods: Second-grade medical students reported their academic experiences, study methods, and future career plans before (between 2016 and 2019) and during the pandemic (2020) using a questionnaire-based survey at Hokkaido University, Japan (n = 534). Results: From 2016 to 2019, we found an increasing trend for participation in short-term international exchange programs, taking the United States Medical Licensing Examination (USMLE), clinical training, and undertaking research abroad among the students. However, these percentages significantly declined (to 35.5%) during the COVID-19 pandemic in 2020 for all the assessed future plans, including short-term exchange programs (-27.9%), taking USMLE (-19.8%), clinical training (-24.5%), and undertaking research abroad (-13.2%) compared to 2019, wherein 67.9% of the students wished to have at least one of these four above-mentioned academic activities. Conclusions: The COVID-19 pandemic adversely and significantly influenced our medical students’ plans to go abroad for clinical and research training. Future studies are warranted to assess the long-term influence of this pandemic on the career planning of medical students.

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Medical education in Mongolia: Challenges and opportunities

Badamdorj,

Erkhembayar,

Gombo

et al. 2024

Medical Teacher

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Innovation in medical education during the COVID-19 pandemic and its impact on the future

Cited by 4 publications

References 2 publications

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Transitioning from face-to-face to distance education. Part 2: A qualitative study in the former Yugoslavia during COVID-19

Impact of COVID-19 on international medical education and the future plans of medical students in Japan

Medical education in Mongolia: Challenges and opportunities

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