Reconfiguring Medical Education

Connell, Jennifer; Niec, Jan A.; Sharif, Kayvon F.

doi:10.1001/jama.2020.10902

Cited by 2 publications

(1 citation statement)

References 2 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Typically, upper-year students learn primarily through their role as a member of a clinical team in an out-patient or in-patient setting. Pre-clinical students rely on experiential activities paired with close interactions with faculty, including a variety of formal and informal small group activities [ 1 ]. The structure of the medical school curriculum is highly coordinated and planned far in advance because its success depends on an enormous number of personnel and resources.…”

Section: Introductionmentioning

confidence: 99%

Zooming into the COVID Era Together

et al. 2022

View full text Add to dashboard Cite

The pre-clinical medical school curriculum provides students with extraordinary experiences in preparation to become physicians. However, it was not originally designed to be delivered remotely. The COVID-19 pandemic promptly threw the medical education process into unforeseen circumstances. A model of student–faculty collaboration created to address new challenges and implement practical solutions rapidly is presented. This model was used effectively to respond to pre-clinical educational interruptions that were imposed by the COVID-19 pandemic and maintain high-quality training. Our experience provides valuable insights and lessons learned that can be applied to the ongoing pandemic response and to future educational challenges.

show abstract

Section: Introductionmentioning

confidence: 99%