On pandemics and pivots: a COVID-19 reflection on envisioning the future of medical education

Abstract

The required adjustments precipitated by the coronavirus disease 2019 crisis have been challenging, but also represent a critical opportunity for the evolution and potential disruptive and constructive change of medical education. Given that the format of medical education is not fixed, but malleable and in fact must be adaptable to societal needs through ongoing reflexivity, we find ourselves in a potentially transformative learning phase for the field. An Association for Medical Education in Europe ASPIRE Academy group of 18 medical educators from seven countries was formed to consider this opportunity, and identified critical questions for collective reflection on current medical education practices and assumptions, with the attendant challenge to envision the future of medical education. This was achieved through online discussion as well as asynchronous collective reflections by group members. Four major themes and related conclusions arose from this conversation: Why we teach: the humanitarian mission of medicine should be reinforced; what we teach: disaster management, social accountability and embracing an environment of complexity and uncertainty should be the core; how we teach: open pathways to lean medical education and learning by developing learners embedded in a community context; and whom we teach: those willing to take professional responsibility. These collective reflections provide neither fully matured digests of the challenges of our field, nor comprehensive solutions; rather they are offered as a starting point for medical schools to consider as we seek to harness the learning opportunities stimulated by the pandemic.

Swiss medical schools’ experiences with online teaching during the COVID-19 pandemic in light of international experiences

“…Other findings from the pandemic point to the same direction: attitude to e-learning, networking and interdisciplinary collaborations affected the implementation of DLT. Challenges like inadequate interactions, time constrictions, and administrative issues will continue to be obstacles in any situation demanding a quick move to online learning in the future [ 60 ]. Therefore, it continues to be important to develop the necessary infrastructure and assure the adequate resources [ 28 ].…”

“…Therefore, it continues to be important to develop the necessary infrastructure and assure the adequate resources [ 28 ]. Also, the need to be more specific about how we teach has been noted in recent literature [ 60 ].…”

Perspective Chapter: Reflection from the Field of Medical Education in the COVID-19 Pandemic – New Strategies and Practices in Achieving Needed Competencies for Students

“…Others have strengthened feedforward operations across and within settings, or they have experimented "warm handoffs" between UME and GME leaders [40]. The integration of coaching programs along the continuum from UME to GME may be one of the other models [63].…”

“…Following our experience with the COVID-19 pandemic and the tensions contained within the questions, Michael S. Ryan CBME-related questions that stay for the medical education group and suggested recommendations to advance CBME [63]. Is broad-based training best or specialty-centered training better?…”

Bridging Human Resource Development and Health Professions Education Through Action Learning

“…Moreover, the complexity surrounding specific health issues (e.g., mental health, infectious diseases, substance use disorders, and firearm-related injuries) are deeply rooted in societal and structural issues that cannot possibly be addressed without interdisciplinary collaboration beyond hospital walls (Han, 2017). Therefore, it is critical to revisit what healthcare professionals ought to learn and teach as they navigate these complexities (Han et al, 2021).…”