Postgraduate medical education during the COVID-19 pandemic: lessons learned and calls to action for medical education leaders

The COVID-19 pandemic has led to a rapid transformation in the delivery of postgraduate medical education, causing unexpected effects on the learning experiences of residents in training. Program directors, as educational leaders, are relied on to adapt an established curriculum and clinical experience into a virtual world while navigating the limitations imposed by the pandemic. In this article, we focus on the impact of the dramatic changes to medical education delivery on both learners and leaders and examine the challenges and successes of the new strategies employed. A reflection of the importance of leadership in medical education is discussed, along with a review of the strategies that have emerged as successful and worthy of integration into our new medical education paradigm.

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Health Humanities in Post-Graduate Medical Education

10.1093/med/9780190849900.001.0001 ◽

2018 ◽

Cited By ~ 4

Author(s):

Allan D. Peterkin ◽

Anna Skorzewska

Keyword(s):

Medical Education ◽

Interprofessional Education ◽

Medical Humanities ◽

Visual Art ◽

Postgraduate Medical Education ◽

Health Humanities ◽

Arts And Humanities ◽

Wide Range ◽

The Subject ◽

The Impact

Arts and humanities education is widespread in undergraduate but almost nonexistent in postgraduate medical education where it is arguably more helpful. This book fills that gap. It covers a wide range of arts and humanities subjects including film, theatre, narrative, visual art, history, ethics, and social sciences. Each chapter provides not only 1) a literature review of the relevant subject in postgraduate medical education and, where helpful, undergraduate medical education but 2) a theoretical discussion of the subject as it relates to medicine and medical education 3) challenges to implementing arts and humanities programming and 4) appendices with a number of different and relevant resources as well as sample lesson plans. There is a chapter on the use of humanities in interprofessional education, a domain whose importance has recently gained prominence. Finally there are also chapters guiding the medical humanities educator on evaluating the impact of their programs, an ever-present challenge, and on the thorny issue of how to fund programs in medical humanities.

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Lessons Learned Transitioning from Traditional Premedical and Medical Education to E-learning Platforms during the COVID-19 Pandemic within the United Arab Emirates

Journal of Medical Education and Curricular Development ◽

10.1177/23821205211025861 ◽

2021 ◽

Vol 8 ◽

pp. 238212052110258

Author(s):

Siobhán M. O’Sullivan ◽

Ali A. Khraibi ◽

Wei Chen ◽

Peter R. Corridon

Keyword(s):

Medical Education ◽

Best Practices ◽

United Arab Emirates ◽

Lessons Learned ◽

Educational Systems ◽

Student Responses ◽

E Learning ◽

Rapid Transition ◽

Learning Platforms ◽

The Impact

Educational systems across the globe were disrupted by the COVID-19 pandemic, and faculty, staff, and students had to rapidly transition to e-learning platforms. These groups had little preparation to cope with the challenges of this newly adopted system. However, as we begin to emerge from the COVID-19 era, efforts are being made to assess the impact of this transition and develop a framework of best practices to help educators prepare for possible future disruptions. This commentary aims to discuss some of the challenges associated with the rapid transition to the new academic environment, including the modes of instruction employed, technical obstacles encountered, student responses to change and efforts made to evaluate didactic and practical aspects of the curriculum in the contexts of premedical and medical education, at the newly established College of Medicine at Khalifa University of Science and Technology in the United Arab Emirates.

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New beginnings in post graduate medical education. Latin American Medical Education Leaders Forum

ARS MEDICA Revista de Ciencias Médicas ◽

10.11565/arsmed.v46i4.1853 ◽

2021 ◽

Vol 46 (4) ◽

Author(s):

Klaus Puschel ◽

Tai Telesco ◽

Marcela Grez ◽

Trinidad Hoyl ◽

Luis Ibañez ◽

...

Keyword(s):

Medical Education ◽

Latin America ◽

American Medical ◽

Graduate Medical Education ◽

Latin American ◽

Critical Time ◽

Lessons Learned ◽

Post Graduate ◽

Graduate Medical ◽

Education Leaders

Introduction: The consequences of the Covid-19 epidemic have been catastrophic for Latin America in 2021. This study explores experiences, lessons learned, and practice changes during this critical time in post-graduate medical education in Latin America. Methods: A panel of 53 post-graduate medical education leaders from 8 Latin American countries and Canada was invited to participate in the 2021 Latin American Medical Education Leaders Forum to share their experiences, lessons learned, and main educational practice changes given the Covid-19 pandemic scenario. Participants were selected following a snowball technique with the goal of obtaining a diverse group of experts. Small group discussions were conducted by bilingual facilitators based on a semi-structured questionnaire. The plenary session with the main conclusions of each group was recorded and fully transcribed for a thematic analysis using a framework methods approach. Results: Participants´ profiles included 13 experienced clinician-educators, 19 program directors, and 23 deans or organizational representatives. Seven specific themes emerged. They followed a pattern that went from an initial emotional reaction of surprise to a complex collective response. The responses highlighted the value of adaptability, the application of new digital skills, a renovated residents’ protagonism, the strengthening of humanism in medicine, the openness of new perspectives in wellness, and finally, an unresolved challenge of assessment in medical education in a virtual post-pandemic scenario. Conclusion: A diverse panel of medical educators from Latin America and Canada identified changes triggered by the Covid-19 pandemic that could transform postgraduate medical education in the region.

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The impact of subspecialization on postgraduate medical education in neurosurgery

Surgical Neurology ◽

10.1016/j.surneu.2005.02.024 ◽

2005 ◽

Vol 64 (5) ◽

pp. 383-386 ◽

Cited By ~ 4

Author(s):

Brian D. Toyota

Keyword(s):

Medical Education ◽

Postgraduate Medical Education ◽

The Impact

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Population aging and physician maldistribution: A longitudinal study in Japan

Journal of Hospital Administration ◽

10.5430/jha.v5n1p29 ◽

2015 ◽

Vol 5 (1) ◽

pp. 29

Author(s):

Kunichika Matsumoto ◽

Kanako Seto ◽

Shigeru Fujita ◽

Takefumi Kitazawa ◽

Tomonori Hasegawa

Keyword(s):

Medical Education ◽

Gini Coefficient ◽

Education Program ◽

Population Aging ◽

Postgraduate Medical Education ◽

Medical Institution ◽

University Hospitals ◽

Gini Coefficients ◽

Medical Education Program ◽

The Impact

Background: Over the past two decades, population aging and the introduction of the new postgraduate medical education program in 2004 have impacted on the geographic maldistribution of physicians in Japan. The purpose of this study was to evaluate recent changes in physician distribution across municipalities from 1996 to 2012 using Gini coefficients and to clarify the impact of the new medical education program on physician distribution.Methods: We extracted the number of physicians classified by type of medical institution and municipal bodies. Gini coefficients were calculated using both population and demand for medical services. We calculated the contribution ratio (CR) of maldistribution within each type of medical institution to the whole maldistribution using Rao’s method. In addition, we calculated the incremental difference in Gini coefficients between 2002 and 2010, and calculated the CR of the incremental Gini coefficient difference for each medical institution type using Seki’s method.Results: Both Gini coefficients decreased from 1996 to 2002, and increased after 2006. The CR of other hospitals increased from 2004. The incremental difference in the Gini coefficient using demand between 2002 and 2010 was 0.012, and the CR of each type of medical institution was -25.1% (university hospitals), 131.0% (other hospitals) and -5.9% (clinics).Conclusions: Our analysis showed that the geographic maldistribution of physicians has worsened since the introduction of the new postgraduate medical education program, and the CR of maldistribution in other hospitals was high. Our study suggested that new medical resource distribution policies should be discussed to improve maldistribution.

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Postgraduate Medical Education in Sub-Saharan Africa: A Scoping Review Spanning 26 Years and Lessons Learned

Journal of Graduate Medical Education ◽

10.4300/jgme-d-19-00170 ◽

2019 ◽

Vol 11 (4s) ◽

pp. 34-46 ◽

Cited By ~ 2

Author(s):

Zohray Talib ◽

Lalit Narayan ◽

Thomas Harrod

Keyword(s):

Medical Education ◽

Thematic Analysis ◽

Scoping Review ◽

Best Practice ◽

Training Programs ◽

Postgraduate Medical Education ◽

Lessons Learned ◽

Sub Saharan Africa ◽

Sub Saharan ◽

Strategic Support

ABSTRACT Background Investments in training physician specialists through postgraduate medical education (PGME) are critical for Sub-Saharan Africa, given the increasing burden of non-communicable diseases. Objectives The objectives of this scoping review were to (1) understand the breadth of publications on PGME from Sub-Saharan Africa, and (2) conduct a thematic analysis of lessons learned by specific training programs. Methods We conducted a literature search of 7 databases for PGME literature published between January 1991 and December 2016. Two reviewers independently reviewed titles and abstracts for inclusion. Full-text articles were then reviewed, and bibliometric data were extracted to create a profile of PGME-related publications. Two authors coded the manuscripts to identify articles written about specific PGME programs. These were analyzed for lessons learned. Results We identified 813 publications that reported on postgraduate medical education in Sub-Saharan Africa. Most articles were published between 2005 and 2016. Nations leading in publication were South Africa and Nigeria, followed by Ethiopia, Uganda, Kenya, Ghana, and Malawi. The largest number of articles related to general surgery training, followed by family medicine, emergency medicine, and anesthesiology. Thematic analysis revealed advantages of training programs for health facilities, challenges related to teaching, resourcing, and standardizing of training, and lessons learned related to international partnerships, faculty engagement, and research support for trainees. Conclusions PGME in Sub-Saharan Africa has evolved over the past 26 years. Future growth will require strategic support to scale programs, support new specialties, trainees, and teachers, and leverage best practice models to sustain PGME programs.

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A Survey on the Impact of COVID 19 on Undergraduate and Postgraduate Medical Education in Qatar

10.21203/rs.3.rs-940106/v1 ◽

2021 ◽

Author(s):

M Thomas ◽

S Suleiman ◽

M Allen ◽

M Hameed ◽

A Ghaffar ◽

...

Keyword(s):

Medical Education ◽

Graduate Medical Education ◽

Postgraduate Medical Education ◽

Tertiary Care ◽

Public Hospitals ◽

Face To Face ◽

Graduate Medical ◽

Medical Education And Training ◽

E Learning ◽

The Impact

Abstract BackgroundCOVID-19 pandemic has affected all dimensions of day to day life across the world and medical education was no exception. In Qatar, two institutions provide undergraduate medical education; Qatar University - College of medicine and Weill Cornell Medical College, Qatar and post graduate medical education is provided by tertiary care public hospitals under Hamad Medical Corporation (HMC) through Accreditation Council for Graduate Medical Education -International (ACGME-I) accredited residency and fellowship programs. With this study we aimed to understand the impact of nationwide restrictions on medical education in Qatar.MethodsWe conducted a cross sectional study utilising an online questionnaire between April and October 2020. Two questionnaires for the faculty and trainees each were designed to address the objectives. The questionnaires addressed barriers to delivery of medical education and perceptions on the models of education used.ResultsMajority of trainees (58.5%) responded that the pandemic has adversely affected medical education at both the undergraduate and postgraduate levels. Trainees (58.5%) and faculty (35.7%) reported an increased reliance on e-learning. Trainees preferred face to face education (33.5%) while the faculty (37.1%) preferred a combination of different models of education delivery. Although 52.5% of the faculty had no previous experience of delivering education using e-learning modalities, but 58.9% felt confident in using e-learning software.ConclusionsFaculty and trainees agree that the COVID-19 pandemic has had a significant impact on the provision of medical education and training in Qatar, with an increased dependence on e-learning. As trainee’s prefer face-to-face models of education, we may have to consider restructuring of medical curricula in order to ensure that optimum learning is achieved via e-learning, while at the same time enhancing our use, knowledge and understanding of the e -learning methods as they may be an essential way of delivering education in the future.

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A trainee's perspective: Commentary on … the Postgraduate Medical Education and Training Board (PMETB) goes live

Psychiatric Bulletin ◽

10.1192/pb.29.11.433 ◽

2005 ◽

Vol 29 (11) ◽

pp. 433-434

Author(s):

Sanju George ◽

Veena Math

Keyword(s):

Medical Education ◽

Postgraduate Medical Education ◽

Competent Authority ◽

Education And Training ◽

Regulatory Body ◽

Roles And Responsibilities ◽

Medical Education And Training ◽

The Uk ◽

The Impact ◽

And Training

The Postgraduate Medical Education and Training Board (PMETB) is an ‘independent regulatory body which sets standards, approves, quality assures and evaluates postgraduate medical education and training in the UK’ (Thomas, 2005). The Board was launched in September 2005, although it will be another 2–3 years before it will become fully functional as the single competent authority for postgraduate medical education and training. It is worth noting that the remit of the PMETB does not encompass undergraduate medical education, training for pre-registration doctors or dental education and training. The three important areas of activity of PMETB include approval of curricula and assessments, certification and quality assurance. The first two of these are of immediate and direct relevance to trainees. Brown's paper ‘The Postgraduate Medical Education and Training Board (PMETB) goes live’ (2005, this issue) gives an excellent overview of the origins, structure and roles and responsibilities of the PMETB. However, one key aspect that is not discussed in Brown's paper is the impact of PMETB on trainees and training. We will highlight some of these issues and discuss concerns which trainees have raised regarding changes to training which will arise in the wake of the PMETB.

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The Impact of COVID-19 on Neurology Education: A Medical Student Perspective

Frontiers in Education ◽

10.3389/feduc.2020.567421 ◽

2020 ◽

Vol 5 ◽

Author(s):

Sergio W. Guadix ◽

Carrie Sha ◽

Stefano Sandrone ◽

Joseph E. Safdieh ◽

Harini Sarva

Keyword(s):

Medical Student ◽

Medical Students ◽

Teaching Methods ◽

Lessons Learned ◽

Student Perspective ◽

Research Experiences ◽

The Impact ◽

New Strategies ◽

The U.S

The COVID-19 pandemic has fundamentally altered the pre-clerkship, clerkship, and research experiences for medical students. Although these changes impact all specialties, we highlight the unique challenges faced by neurology education and discuss methods by which our institution is adapting to these changes at the epicenter of the pandemic in the U.S. We include a few examples of how some neurology departments around the country have altered their teaching methods in the COVID-19 era and capitalize on lessons learned by proposing new strategies for moving neurology education forward.

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