Abstract
The onset of the COVID-19 pandemic in March 2020 began a series of disruptions that rapidly impacted medical education across the globe. This review collates current literature that relates to medical education faculties’ development interventions as a result of the pandemic, with an emphasis on the effectiveness and type of strategies for intervention, such as the usefulness of hybrid and digitalised education. The study used PRISMA guidelines when conducting the literature survey with specified inclusion and exclusion criteria across numerous academic databases. From this survey, 1158 articles were found. The EndNote programme was used to identify and remove duplicate pieces. From this, 479 abstracts were reviewed. A total of 36 articles were selected for their relevance; from this, 11 were deemed to have met the inclusion criteria to warrant full-text analysis. To identify bias risk in these 11 studies, the Newcastle–Ottawa Scale (NOS) was utilised. The study findings have two major themes: (1) information about faculty development interventions; and (2) the nature of articles written in the pandemic. From this, it was indicated that faculty development initiatives are useful for improving teachers’ competency and for enhancing teachers’ adoption of digitalised learning to ultimately bolster the resilience of their teaching. The findings also show that there is a strong need to have robust frameworks in place for faculty development, and that such frameworks must be followed in and beyond the pandemic period to improve the long-term incorporation of online learning into medical education.
Published Version
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