How might the Pandemic Change Medical Education?

10.6145/jme.202112_25(4).0001

Pete M Ellis

medical education ； post-pandemic ； medical curriculum

Journal of Medical Education

25卷4期（2021 / 12 / 01）

155 - 164

英文

Despite high expectations of change in medical education post-pandemic, a historical review suggests that, at best, pandemics are associated with acceleration of existing trends in medical education rather than creating new changes per se. However, the advent of medical education units, information technology and considerable research in the last fifty or so years may provide more potential for change now than in the past. Seven key issues in medical education are identified (clinical experience; communication skills; pedagogical approaches; learning environment; course objectives; national/local assessment; assessment for learning vs assessment of learning) and the impact of the pandemic on each of these are examined. A plea is made for evidence-based medical education, in the hope of paralleling the gains made from adoption of evidence-based medical treatment. This should guide the organization of clinical experience, clinical skills training, the blend of eLearning/blended learning and face-to-face learning options; explicitly address the importance of social learning, the need to enhance physical learning environments and to tackle curriculum bloat; ensure that students are assessed against broader objectives; and develop assessment for learning rather than assessment of learning, with associated changes in course structures to more responsively support student learning. The importance of engaging all staff and students in such changes is critical, mindful that covert power exercised by alienated staff or students can subvert attempts at change.

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