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COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation
As the world held its breath for news surrounding COVID-19 and hunkered down amidst stay-at-home orders, medical students across the U.S. wondered if they would be called to serve on the front lines of the pandemic. Medical school administrators faced the challenge of protecting learners while also...
Autores principales: | , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer Netherlands
2021
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7821447/ https://www.ncbi.nlm.nih.gov/pubmed/33481144 http://dx.doi.org/10.1007/s10730-020-09433-5 |
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author | Southworth, Elizabeth Gleason, Sara H. |
author_facet | Southworth, Elizabeth Gleason, Sara H. |
author_sort | Southworth, Elizabeth |
collection | PubMed |
description | As the world held its breath for news surrounding COVID-19 and hunkered down amidst stay-at-home orders, medical students across the U.S. wondered if they would be called to serve on the front lines of the pandemic. Medical school administrators faced the challenge of protecting learners while also minimizing harm to their medical education. This balancing act raised critical questions in medical education as institutions reacted to changing guidelines. COVID-19 has punctuated already contentious areas of medical education and has forced institutions and organizations to take quick action. From the perspectives of a recent medical school graduate and current resident (ES) and a practicing clinician-educator (SHG), we examine the pandemic’s impact on undergraduate medical education through an ethical lens. First, we explore the value of medical education, what drives this value, and how COVID-19 may alter it. We next consider student choice and how shifts toward utilitarianism in healthcare during a pandemic may affect learning and career exploration. Then, we inquire how access to technology may impact the experience of medical students from diverse backgrounds and varied institutions during a rapid shift to socially distanced learning. We identify vulnerabilities for students at several phases of the journey: premedical, preclinical, clinical, and preparation for residency. Finally, we address the hidden curriculum of COVID-19, its potential erosion of empathy among current medical students, and possible long-term consequences for future physicians and patients. |
format | Online Article Text |
id | pubmed-7821447 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2021 |
publisher | Springer Netherlands |
record_format | MEDLINE/PubMed |
spelling | pubmed-78214472021-01-22 COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation Southworth, Elizabeth Gleason, Sara H. HEC Forum Article As the world held its breath for news surrounding COVID-19 and hunkered down amidst stay-at-home orders, medical students across the U.S. wondered if they would be called to serve on the front lines of the pandemic. Medical school administrators faced the challenge of protecting learners while also minimizing harm to their medical education. This balancing act raised critical questions in medical education as institutions reacted to changing guidelines. COVID-19 has punctuated already contentious areas of medical education and has forced institutions and organizations to take quick action. From the perspectives of a recent medical school graduate and current resident (ES) and a practicing clinician-educator (SHG), we examine the pandemic’s impact on undergraduate medical education through an ethical lens. First, we explore the value of medical education, what drives this value, and how COVID-19 may alter it. We next consider student choice and how shifts toward utilitarianism in healthcare during a pandemic may affect learning and career exploration. Then, we inquire how access to technology may impact the experience of medical students from diverse backgrounds and varied institutions during a rapid shift to socially distanced learning. We identify vulnerabilities for students at several phases of the journey: premedical, preclinical, clinical, and preparation for residency. Finally, we address the hidden curriculum of COVID-19, its potential erosion of empathy among current medical students, and possible long-term consequences for future physicians and patients. Springer Netherlands 2021-01-22 2021 /pmc/articles/PMC7821447/ /pubmed/33481144 http://dx.doi.org/10.1007/s10730-020-09433-5 Text en © The Author(s), under exclusive licence to Springer Nature B.V. part of Springer Nature 2021 This article is made available via the PMC Open Access Subset for unrestricted research re-use and secondary analysis in any form or by any means with acknowledgement of the original source. These permissions are granted for the duration of the World Health Organization (WHO) declaration of COVID-19 as a global pandemic. |
spellingShingle | Article Southworth, Elizabeth Gleason, Sara H. COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation |
title | COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation |
title_full | COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation |
title_fullStr | COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation |
title_full_unstemmed | COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation |
title_short | COVID 19: A Cause for Pause in Undergraduate Medical Education and Catalyst for Innovation |
title_sort | covid 19: a cause for pause in undergraduate medical education and catalyst for innovation |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7821447/ https://www.ncbi.nlm.nih.gov/pubmed/33481144 http://dx.doi.org/10.1007/s10730-020-09433-5 |
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