Undergraduate Medical Education in Times of Pandemic and Post-pandemic COVID-19
Abstract The health emergency situation caused by COVID-19 has come to suppose a huge social, economic, political, educational and personal disruption in many countries. Activity at all educational levels has been affected in a very important way and in a very special way in the case of the training of doctors and health professionals due to their special characteristics. This has determined that universities should put in place mechanisms to cushion the immediate effects of this contingency. But over the months, it has unfortunately been verified that the COVID-19 contingency has not disappeared, and everything indicates that we will have to live with it for an undetermined time. For this reason, it is necessary to reflect not so much on what we have had to do to solve the emergency, but on what we must do in the immediate future to ensure adequate training for our medical students and other health professionals. In this article, we reflect on those changes that should be implemented to face the new situation, making a special reference to the new contents that we must teach, the teaching methodologies that we must use and the role of ICT, the adaptation of assessment to the new situation, and to the new roles to be played by both teachers and students who live the current situation with anxiety and uncertainty.
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2. Palés-Argullós, J. Gomar-Sancho, C. Repercusiones de la COVID-19 en la educación de los médicos: la formación de grado (II). FEM 2020; 23 (4): 161-6.
3. Lee MS, Nambudiri V. Integrating telemedicine into training: adding value to graduate medical education through electronic consultations. J Grad Med Educ. 2019;11(3):251–4.
4. Sierles F, Hendrickx I, Circle S. Cheating in medical school. J Med Educ. 1980;55(2):124–5.
5. Fuller R, Joynes V, Cooper J, Boursicot K, Roberts T. Could COVID-19 be our ‘There is no alternative’ (TINA) opportunity to enhance assessment? Medical Teacher, 42, (7); 781-6.
6. United States Medical Licensing Examination (USMLE).
7. Boursicot K, Kemp S, Ong T, Wijaya L, Goh SH, Freeman K, et al. Conducting a high-stakes OSCE in a COVID-19 environment. MedEdPublish 2020:9(1):54.
8. Yeates P, Cope N, Hawarden A, Bradshaw H, McCray G, Homer M. Developing a video-based method to compare and adjust examiner effects in fully nested OSCEs. Med Educ 2019; 53(3):250–63.
9. Palés J, Cardellach F, Estrach MT, Gomar C, Gual A, Pons F et al. Defining the learning outcomes of graduates from the medical school at the University of Barcelona, (Catalonia, Spain). Medical Teacher 2004; 26:3, 239-43.
Palés-Argullós, J., & Gomar-Sancho, C. (2021). Undergraduate Medical Education in Times of Pandemic and Post-pandemic COVID-19. Journal of Medicine and Movies, 16(e), 13–23. https://doi.org/10.14201/rmc202016e1323
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