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Medical Education Adaptations Post COVID-19: An Egyptian Reflection
BACKGROUND: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. OBJECTIVE: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. DESIGN: A mix...
Autores principales: | , , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
SAGE Publications
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7457644/ https://www.ncbi.nlm.nih.gov/pubmed/32923673 http://dx.doi.org/10.1177/2382120520951819 |
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author | Shehata, Mohamed HK Abouzeid, Enjy Wasfy, Nourhan F Abdelaziz, Adel Wells, Ray L Ahmed, Samar A |
author_facet | Shehata, Mohamed HK Abouzeid, Enjy Wasfy, Nourhan F Abdelaziz, Adel Wells, Ray L Ahmed, Samar A |
author_sort | Shehata, Mohamed HK |
collection | PubMed |
description | BACKGROUND: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. OBJECTIVE: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. DESIGN: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. RESULTS: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. CONCLUSIONS: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages. |
format | Online Article Text |
id | pubmed-7457644 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | SAGE Publications |
record_format | MEDLINE/PubMed |
spelling | pubmed-74576442020-09-11 Medical Education Adaptations Post COVID-19: An Egyptian Reflection Shehata, Mohamed HK Abouzeid, Enjy Wasfy, Nourhan F Abdelaziz, Adel Wells, Ray L Ahmed, Samar A J Med Educ Curric Dev Original Research BACKGROUND: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. OBJECTIVE: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. DESIGN: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. RESULTS: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. CONCLUSIONS: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages. SAGE Publications 2020-08-27 /pmc/articles/PMC7457644/ /pubmed/32923673 http://dx.doi.org/10.1177/2382120520951819 Text en © The Author(s) 2020 https://creativecommons.org/licenses/by-nc/4.0/ This article is distributed under the terms of the Creative Commons Attribution-NonCommercial 4.0 License (https://creativecommons.org/licenses/by-nc/4.0/) which permits non-commercial use, reproduction and distribution of the work without further permission provided the original work is attributed as specified on the SAGE and Open Access pages (https://us.sagepub.com/en-us/nam/open-access-at-sage). |
spellingShingle | Original Research Shehata, Mohamed HK Abouzeid, Enjy Wasfy, Nourhan F Abdelaziz, Adel Wells, Ray L Ahmed, Samar A Medical Education Adaptations Post COVID-19: An Egyptian Reflection |
title | Medical Education Adaptations Post COVID-19: An Egyptian
Reflection |
title_full | Medical Education Adaptations Post COVID-19: An Egyptian
Reflection |
title_fullStr | Medical Education Adaptations Post COVID-19: An Egyptian
Reflection |
title_full_unstemmed | Medical Education Adaptations Post COVID-19: An Egyptian
Reflection |
title_short | Medical Education Adaptations Post COVID-19: An Egyptian
Reflection |
title_sort | medical education adaptations post covid-19: an egyptian
reflection |
topic | Original Research |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7457644/ https://www.ncbi.nlm.nih.gov/pubmed/32923673 http://dx.doi.org/10.1177/2382120520951819 |
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