The impact of the COVID-19 pandemic on global neurosurgical education: a systematic review

Abstract

The COVID-19 pandemic has disrupted neurosurgical training worldwide, with the shutdown of academic institutions and the reduction of elective surgical procedures. This impact has disproportionately affected LMICs (lower- and/or middle-income countries), already burdened by a lack of neurosurgical resources. Thus, a systematic review was conducted to examine these challenges and innovations developed to adapt effective teaching and learning for medical students and neurosurgical trainees. A systematic review was conducted in accordance with the Preferred Reporting Items for Systematic Reviews and Meta-Analysis Protocols (PRISMA-P) and The Cochrane Handbook of Systematic Reviews of Interventions. MEDLINE, PubMed, Embase and Cochrane databases were accessed, searching and screening literature from December 2019 to 5th December 2020 with set inclusion and exclusion criteria. Screening identified 1254 articles of which 26 were included, providing data from 96 countries. Twenty-three studies reported transition to online learning, with 8 studies also mentioned redeployment into COVID wards with 2 studies mentioning missed surgical exposure as a consequence. Of 7 studies conducted in LMICs, 3 reported residents suffering financial insecurities from reduced surgical caseload and recession. Significant global disruption in neurosurgical teaching and training has arisen from the COVID-19 pandemic. Decreased surgical exposure has negatively impacted educational provision. However, advancements in virtual technology have allowed for more affordable, accessible training especially in LMICs. Using this, initiatives to reduce physical and mental stress experienced by trainees should be paramount.

Resilience and adaptation: a mixed-methods exploration of COVID-19’s influence on neonatal residency education in China

“…Following relaxed travel limits, residents gradually resumed clinical work but faced challenges: a significant drop in attendance and workload and a shift in working hours during the pandemic. Several studies revealed that workload changes reduced clinical exposure, particularly involving non-critical patients and elective surgeries, hindering residents’ skill development and preparedness for future careers [ 3 , 6 , 19 ]. The impact of COVID-19 on resident working hours varied across hospitals and specialties.…”

Priorities for content for a short‐course on postoperative care relevant for low‐ and middle‐income countries: an e‐Delphi process with training facilitators

“…With regard to the mode of course delivery, digital course delivery modes were considered. Many synchronous and asynchronous learning resources in medicine and surgery are now available, accelerated by the urgency of the COVID-19 pandemic [35], including the obstetric and paediatric SAFE short courses [36], and some evidence is emerging that a shift to online teaching may improve access for LMIC participants [37]. In the preparatory phase, views.…”

“…With regard to the mode of course delivery, digital course delivery modes were considered. Many synchronous and asynchronous learning resources in medicine and surgery are now available, accelerated by the urgency of the COVID‐19 pandemic [35], including the obstetric and paediatric SAFE short courses [36], and some evidence is emerging that a shift to online teaching may improve access for LMIC participants [37]. In the preparatory phase, exploratory focus groups described possible barriers for effective online learning including reliable internet connection; cost of mobile data; availability of access devices; difficulty staying engaged; and unfamiliarity.…”

Perfil De Intoxicações Pela Utilização De Benzodiazepínicos E Barbitúricos Na Paraíba No Ano De 2020

“…Foi verificado que a utilização de celulares aumentou, pois, ele também pode ser empregado como um recurso para o ensino remoto: denominado de mobile-learning . Com a pandemia, nos meses de março e abril de 2020, as aulas presenciais foram suspensas no Brasil (SCORSOLINI-COMIN et al, 2020;JAIN et al, 2021). À vista disso, foram adotadas adaptações na rotina, assim como na educação, em que ocorreu a demanda de novas abordagens.…”