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Volume 17, Issue 55 (2024)
JMED 2024, 17(55): 61-74 |
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Ethics code: IR.AMS.REC.1401.029
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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: (249 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
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