COVID-19 - the ultimate disruptor?
| Autor: | Woywodt A; Lancashire Teaching Hospitals NHS Foundation Trust., Breed H; Lancashire Teaching Hospitals NHS Foundation Trust / University of Manchester., Lumsden C; University of Aberdeen. |
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| Jazyk: | angličtina |
| Zdroj: | MedEdPublish (2016) [MedEdPublish (2016)] 2020 May 20; Vol. 9, pp. 104. Date of Electronic Publication: 2020 May 20 (Print Publication: 2020). |
| DOI: | 10.15694/mep.2020.000104.1 |
| Abstrakt: | This article was migrated. The article was marked as recommended. Coronavirus disease 2019 (COVID-19) has influenced undergraduate medical education in various ways already. In affected countries, educators and their teams were faced with a rapidly changing situation that made traditional ways of curriculum delivery impossible and required alternative approaches. Exams have also been affected and a cohort of students has graduated early and now joins the workforce. There is also concern for the next academic year should the pandemic last longer. In this paper we aim to describe wider implications of the pandemic beyond current curriculum delivery, exams and planning. We describe how our own clinical and educational environment has been utterly transformed within weeks and speculate how much these changes will persist after the pandemic. We also describe student concerns and introduce the thought that the pandemic may have positive long term effects as well. Finally, we speculate how COVID-19 may affect student recruitment, multi-professional learning and the current and future undergraduates' view of the profession. Our aim is to share our experience in the UK, reflect on the direction and magnitude of change seen in our own local and regional practice, and provide food for thought for educators and their teams who find themselves in a similar situation. (Copyright: © 2020 Woywodt A et al.) |
| Databáze: | MEDLINE |
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