Fri, Oct 18, 2024
[Archive]
Volume 17, Issue 55 (2024)
JMED 2024, 17(55): 61-74 |
Back to browse issues page
Ethics code: IR.AMS.REC.1401.029
Download citation:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
BibTeX | RIS | EndNote | Medlars | ProCite | Reference Manager | RefWorks
Send citation to:
Aalaa M, Mohammadi A, Mojtahedzadeh R, Asadzandi S, Bayazidi S, Zarei A, et al . Where limitations create opportunities: An overview of the evolution of medical education in the post-COVID era. JMED 2024; 17 (55) :61-74
URL: http://edujournal.zums.ac.ir/article-1-2075-en.html
URL: http://edujournal.zums.ac.ir/article-1-2075-en.html
Maryam Aalaa 
, Aeen Mohammadi , Rita Mojtahedzadeh * , Shadi Asadzandi , Snor Bayazidi , Afagh Zarei , Ali Reyhanian , Moloud Payab , Alireza Olyaee Manesh , Bagher Larijani
, Aeen Mohammadi , Rita Mojtahedzadeh * , Shadi Asadzandi , Snor Bayazidi , Afagh Zarei , Ali Reyhanian , Moloud Payab , Alireza Olyaee Manesh , Bagher Larijani
Department of E-learning in Medical Education, Center of Excellence for E-learning in Medical Education, School of Medicine, Tehran University of Medical Sciences, Tehran, Iran
Abstract: (170 Views)
Background & Objective: The COVID-19 pandemic has impacted medical education worldwide with several opportunities and challenges. This study aims to provide an overview of medical education's opportunities and challenges according to the experience of the COVID-19 pandemic in order to guide future endeavors in conducting the teaching-learning process in post-COVID era support.
Material & Methods: In this systematized review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, databases of PubMed, Cochrane, Scopus, Web of Science, and Eric, in addition to Google Scholar as a search engine, were searched to retrieve relevant original peer-reviewed, review, editorial, and commentary articles published from Dec 2019 to the end of Sep 2022.
Results: As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). On the other hand, post-COVID medical education opportunities have been grouped into four main categories, which are teaching and learning processes, psychological impact, accessibility and education equity, and management and administrative affairs. Post-COVID medical education opportunities also consist of four main categories: teaching-learning process, psychological impact, accessibility and education equity, and management and administrative affairs.
Conclusion: Changes in teaching and learning processes in medical education caused by the COVID-19 pandemic created opportunities and caused important challenges that should be considered in the post-COVID era. In this regard, blended learning with the integration of technology using a flexible approach could be an effective recommendation.
Material & Methods: In this systematized review following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) statement, databases of PubMed, Cochrane, Scopus, Web of Science, and Eric, in addition to Google Scholar as a search engine, were searched to retrieve relevant original peer-reviewed, review, editorial, and commentary articles published from Dec 2019 to the end of Sep 2022.
Results: As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). As per the qualitative synthesis, a total of 29 articles were included from the 1534 records that were identified. Reviewing the included articles showed that most of the relevant studies were considered Medical and healthcare students (51.8%) at undergraduate level (72.5%) in University settings (62.1%). On the other hand, post-COVID medical education opportunities have been grouped into four main categories, which are teaching and learning processes, psychological impact, accessibility and education equity, and management and administrative affairs. Post-COVID medical education opportunities also consist of four main categories: teaching-learning process, psychological impact, accessibility and education equity, and management and administrative affairs.
Conclusion: Changes in teaching and learning processes in medical education caused by the COVID-19 pandemic created opportunities and caused important challenges that should be considered in the post-COVID era. In this regard, blended learning with the integration of technology using a flexible approach could be an effective recommendation.
Article Type : Review |
Subject:
Medical Education
Received: 2023/11/11 | Accepted: 2024/04/13 | Published: 2024/09/10
Received: 2023/11/11 | Accepted: 2024/04/13 | Published: 2024/09/10
References
1. Cowan E, Altschafl B, Foertsch J, Barnes D, Lasarev M, Pelley E. A new normal: assessment outcomes and recommendations for virtual versus in-person curricula in post-COVID-19 times. Medical Science Educator. 2022;32(2):379-87. [DOI]
2. Franchi T. The impact of the COVID‐19 pandemic on current anatomy education and future careers: A student’s perspective. Anatomical Sciences Education. 2020;13(3):312. [DOI]
3. Lee IR, Kim HW, Lee Y, et al. Changes in undergraduate medical education due to COVID-19: a systematic review. European Review for Medical and Pharmacological Sciences. 2021;25(12):4426-34. [DOI]
4. Tumwesige J. COVID-19 educational disruption and response: rethinking e-learning in Uganda. University of Cambridge. 2020.
5. Mian A, Khan S. Medical education during pandemics: a UK perspective. BMC Medicine. 2020;18:1-2. [DOI]
6. Azorín C. Beyond COVID-19 supernova. Is another education coming? Journal of Professional Capital and Community. 2020;5(3/4):381-90. [DOI]
7. Papapanou M, Routsi E, Tsamakis K, et al. Medical education challenges and innovations during COVID-19 pandemic. Postgraduate Medical Journal. 2022;98(1159):321-7. [DOI]
8. Goh P-S, Sandars J. A vision of the use of technology in medical education after the COVID-19 pandemic. MedEdPublish. 2020;9(49):49. [DOI]
9. AJMC Staff. A timeline of COVID-19 developments in 2020. American Journal of Managed Care. 2021;1. https://www.ajmc.com/view/a-timeline-of-covid19-developments-in-2020. [Online]. Available from: https://www.ajmc.com. [Accessed: Dec. 10, 2022]. [DOI]
10. Kaur N, Dwivedi D, Arora J, Gandhi A. Study of the effectiveness of e-learning to conventional teaching in medical undergraduates amid COVID-19 pandemic. National Journal of Physiology, Pharmacy and Pharmacology. 2020;10(7):563-7. [DOI]
11. Zalat MM, Hamed MS, Bolbol SA. The experiences, challenges, and acceptance of e-learning as a tool for teaching during the COVID-19 pandemic among university medical staff. PloS One. 2021;16(3):e0248758. [DOI]
12. Chandratre S. Medical students and COVID-19: challenges and supportive strategies. Journal of Medical Education and Curricular Development. 2020;7:2382120520935059. [DOI]
13. Zheng W. Mental health and a novel coronavirus (2019-nCoV) in China. Journal of Affective Disorders. 2020;269:201. [DOI]
14. Eva KW, Anderson MB. Medical education adaptations: really good stuff for educational transition during a pandemic. Medical Education. 2020;54(6):494-494. [DOI]
15. Liaw SS, Huang HM, Chen GD. An activity-theoretical approach to investigate learners’ factors toward e-learning systems. Computers in Human Behavior. 2007;23(4):1906-20. [DOI]
16. Hayat AA, Keshavarzi MH, Zare S, et al. Challenges and opportunities from the COVID-19 pandemic in medical education: a qualitative study. BMC Medical Education. 2021;21(1):247. [DOI]
17. Dyrbye L, Cumyn A, Day H, Heflin M. A qualitative study of physicians’ experiences with online learning in a masters degree program: benefits, challenges, and proposed solutions. Medical Teacher. 2009;31(2):e40-e6. [DOI]
18. Vandewaetere M, Clarebout G. Can instruction as such affect learning? The case of learner control. Computers & Education. 2011;57(4):2322-32. [DOI]
19. Torda AJ, Velan G, Perkovic V. The impact of the COVID-19 pandemic on medical education. Med J Aust. 2020;213(4):188. [DOI]
20. Kyngäs H, Mikkonen K, Kääriäinen M, editors. The application of content analysis in nursing science research. Springer Nature; 2019. [DOI]
21. Moher D, Liberati A, Tetzlaff J, Altman DG, Prisma group. preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. International Journal of Surgery. 2010;8(5):336-41. [DOI]
22. Grant MJ, Booth A. A typology of reviews: an analysis of 14 review types and associated methodologies. Health Information & Libraries Journal. 2009;26(2):91-108. [DOI]
23. Elo S, Kyngäs H. The qualitative content analysis process. Journal of Advanced Nursing. 2008;62(1):107-15. [DOI]
24. Hsieh HF, Shannon SE. Three approaches to qualitative content analysis. Qualitative Health Research. 2005;15(9):1277-88. [DOI]
25. Krippendorff K. Content analysis: an introduction to its methodology. 3rd ed. Beverly Hills, CA: Sage Publications Inc; 2018. [DOI]
26. Graneheim UH, Lundman B. Qualitative content analysis in nursing research: concepts, procedures and measures to achieve trustworthiness. Nurse Education Today. 2004;24(2):105-12. [DOI]
27. Singh J, Steele K, Singh L. Combining the best of online and face-to-face learning: hybrid and blended learning approach for COVID-19, post vaccine, & post-pandemic world. Journal of Educational Technology Systems. 2021;50(2):140-71. [DOI]
28. Reyna J. Twelve tips for COVID-19 friendly learning design in medical education. MedEdPublish. 2020;9(103):103. [DOI]
29. Evans DJ, Bay BH, Wilson TD, Smith CF, Lachman N, Pawlina W. Going virtual to support anatomy education: a STOPGAP in the midst of the COVID-19 pandemic. Anatomical Sciences Education. 2020;13(3):279-83. [DOI]
30. Gaur U, Majumder MAA, Sa B, Sarkar S, Williams A, Singh K. Challenges and opportunities of preclinical medical education: COVID-19 crisis and beyond. SN Comprehensive Clinical Medicine. 2020;2(11):1992-7. [DOI]
31. Sahi PK, Mishra D, Singh T. Medical education amid the COVID-19 pandemic. Indian Pediatrics. 2020;57(7):652-7. [DOI]
32. Bridge P. Simulation-based education: international collaboration and resource sharing in response to COVID-19. Malta Journal of Health Sciences. 2021;8(1):39-41. [DOI]
33. Abdulghani HM, Haque S, Almusalam YA, et al. Self-reported cheating among medical students: an alarming finding in a cross-sectional study from Saudi Arabia. PloS One. 2018;13(3):e0194963. [DOI]
34. Tonkin AL. “Lifting the carpet” on cheating in medical school exams. BMJ. 2015; 351:h4014. [DOI]
35. Stojan J, Haas M, Thammasitboon S, et al. Online learning developments in undergraduate medical education in response to the COVID-19 pandemic: a BEME systematic review: BEME Guide No. 69. Medical Teacher. 2022;44(2):109-29. [DOI]
36. Ozen KE, Erdogan K, Malas MA. Evaluation of views and perceptions of the medical faculty students about distance anatomy education during the COVID-19 pandemic. Surgical and Radiologic Anatomy. 2022;44(1):61-71. [DOI]
37. Lei L, Huang X, Zhang S, Yang J, Yang L, Xu M. Comparison of prevalence and associated factors of anxiety and depression among people affected by versus people unaffected by quarantine during the COVID-19 epidemic in Southwestern China. Medical science monitor. International Journal of Experimental and Clinical Research. 2020;26:e924609-1. [DOI]
38. Meo SA, Abukhalaf AA, Alomar AA, Sattar K, Klonoff DC. COVID-19 pandemic: impact of quarantine on medical students’ mental wellbeing and learning behaviors. Pakistan Journal of Medical Sciences. 2020;36(COVID19-S4):S43. [DOI]
39. Rohr S, Mullier F. Jung, f. Apfelbacher, C., Seidler, A., Riedel-Heller, SG. Psychosoziale folgen von quarantanemabnahmen bei schwerweigenden Coronavirus-Ausbruchen: ein rapid review. Psychiatr Prax. 2020;47(04):179-189. [DOI]
40. Sadikin A, Hamidah A. Pembelajaran Daring Di Tengah Wabah COVID-19 (online learning in the middle of the COVID-19 pandemic). Biodik. 2020;6(2):214-24. [DOI]
41. Dhawan S. Online learning: a panacea in the time of COVID-19 crisis. Journal of Educational Technology Systems. 2020;49(1):5-22. [DOI]
42. Sodeify R, Habibpour Z, Akbarbegloo M. Explaining medical students’ perceptions of asynchronous virtual education in the COVID-19 pandemic: a qualitative study. Journal of Education and Health Promotion. 2022 Jan 1;11(1):143. [DOI]
43. Al-Balas M, Al-Balas HI, Jaber HM, et al. Distance learning in clinical medical education amid COVID-19 pandemic in Jordan: current situation, challenges, and perspectives. BMC Medical Education. 2020;20(1):1-7. [DOI]
44. Katz M, Nandi N. Social media and medical education in the context of the COVID-19 pandemic: scoping review. JMIR Medical Education. 2021;7(2):e25892. [DOI]
45. Azubuike OB, Adegboye O, Quadri H. Who gets to learn in a pandemic? Exploring the digital divide in remote learning during the COVID-19 pandemic in Nigeria. International Journal of Educational Research Open. 2021;2:100022. [DOI]
46. Farooq F, Rathore FA, Mansoor SN. Challenges of online medical education in Pakistan during COVID-19 pandemic. Journal of College of Physicians and Surgeons Pakistan. 2020;30(6):67-9. [DOI]
47. Dawidziuk A, Kawka M, Szyszka B, Wadunde I, Ghimire A. Global access to technology-enhanced medical education during the COVID-19 pandemic: the role of students in narrowing the gap. Global Health: Science and Practice. 2021;9(1):10-4. [DOI]
48. Ahmed SA, Hegazy NN, Abdel Malak HW, et al. Model for utilizing distance learning post COVID-19 using (PACT)™ a cross sectional qualitative study. BMC Medical Education. 2020;20(1). [DOI]
49. Yaqinuddin A, Kashir J, AlKattan W, AlKattan K. Applying integrated video assisted learning approaches for medical clerkship - potential adaptations in the post-COVID-19 era. Journal of Medical Education and Curricular Development. 2020;7:6.2382120520963043. [DOI]
50. Ozen KE, Erdogan K, Malas MA. Assessment of the opinions and experiences of anatomy educators regarding the distance anatomy education in medical facilities under the effect of COVID-19 in Turkey. Surgical and Radiologic Anatomy. 2022;44(5):791-802. [DOI]
51. Triemstra JD, Haas MRC, Bhavsar-Burke I, et al. Impact of the COVID-19 pandemic on the clinical learning environment: addressing identified gaps and seizing opportunities. Academic Medicine. 2021;96(9):1276-81. [DOI]
52. Althwanay A, Ahsan F, Oliveri F, et al. Medical education, pre- and post-pandemic era: a review article. Cureus J Med Sci. 2020;12(10):6. [DOI]
53. Shrestha P. Experience of a final year medical student: Pre-and post-COVID-19 era. Journal of Nepal Medical Association. 2021;59(239):734-7. [DOI]
54. Mahmoud F, Ghadban A, Harhara T, Ibrahim H. Rebuilding graduate medical education after a crisis: Perspectives of medical residents in the United Arab Emirates. Advances in Medical Education and Practice. 2021;12:507-11. [DOI]
55. Almajali D, Al-Okaily M, Barakat S, Al-Zegaier H, Dahalin ZM. Students’ perceptions of the sustainability of distance learning systems in the post-COVID-19: a qualitative perspective. Sustainability. 2022;14(12):7353. [DOI]
56. McMahon CJ, Tretter JT, Redington AN, et al. Medical education and training within congenital cardiology: current global status and future directions in a post COVID-19 world. Cardiology in the Young. 2022;32(2):185-97. [DOI]
57. Syed S, Rastogi A, Bansal A, et al. Future of e-learning in medical education—perception, readiness, and challenges in a developing country. Frontiers in Education. 2021;6:598309. [DOI]
58. Posever N, Sehdev M, Sylla M, Mashar R, Mashar M, Abioye A. Addressing equity in global medical education during the COVID-19 pandemic: the global medical education collaborative. Academic Medicine. 2021;96(11):1574. [DOI]
59. Vallée A, Blacher J, Cariou A, Sorbets E. Blended learning compared to traditional learning in medical education: systematic review and meta-analysis. Journal of Medical Internet Research. 2020;22(8):e16504. [DOI]
60. Ramani KK, Hussaindeen JR. Optometric education in the post-COVID-19 era: a time of forced change! Indian Journal of Ophthalmology. 2021;69(3):746-50. [DOI]
61. Johns H, Burrows EL, Rethnam V, Kramer S, Bernhardt J. "Can you hear me now?" Video conference coping strategies and experience during COVID-19 and beyond. Work. 2021;70(3):723-32. [DOI]
62. Ryan MS, Holmboe ES, Chandra S. Competency-based medical education: considering its past, present, and a post-COVID-19 era. Academic Medicine. 2022;97(3S):S90-S7. [DOI]
63. Memon I, Feroz Z, Alkushi A, Qamar N, Ismail F. Switching from face-to-face to an online teaching strategy: how anatomy and physiology teaching transformed post-COVID-19 for a university preprofessional program. Advances in Physiology Education. 2021;45(3):481-5. [DOI]
64. Patil NS, Gunter D, Larocque N. The impact of the COVID-19 pandemic on radiology resident education: where do we go from here? Academic Radiology. 2022;29(4):576-83. [DOI]
65. Binks AP, LeClair RJ, Willey JM, et al. Changing medical education, overnight: the curricular response to COVID-19 of nine medical schools. Teaching and Learning in Medicine. 2021;33(3):334-42. [DOI]
66. Castro MR, Calthorpe LM, Fogh SE, et al. Lessons from learners: adapting medical student education during and post COVID-19. Acadadenic Medicine. 2021;96(12):1671. [DOI]
67. Atwa H, Shehata MH, Al-Ansari A, et al. Online, face-to-face, or blended learning? Faculty and medical students' perceptions during the COVID-19 pandemic: a mixed-method study. Frontiers in Medicine. 2022;9:791352. [DOI]
68. Bobby Z, Mohapatra DP. Remote assessment strategies in the post-COVID era of blended learning: do they have a role?. Online Submission. 2022;9(1):26-8. [DOI]
69. Kapoor A, Kapoor A, Badyal DK. Simulated patients for competency-based undergraduate medical education post COVID-19: a new normal in India. Indian Pediatrics. 2021;58(9):881-7. [DOI]
70. Pit SW, Velovski S, Cockrell K, Bailey J. A qualitative exploration of medical students’ placement experiences with telehealth during COVID-19 and recommendations to prepare our future medical workforce. BMC Medical Education. 2021;21(1):1-13. [DOI]
71. Storz MA. International medical electives during and after the COVID-19 pandemic-current state and future scenarios: a narrative review. Globalization Health. 2022;18(1):9. [DOI]
Send email to the article author
| Rights and permissions | |
 |
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License. |
