Abstract
This article was migrated. The article was marked as recommended. COVID-19 pandemic has forced technology to evolve as the most challenging means of delivering teaching in addressing the cordon sanitaire. Technology has already been transforming most operation in medical education and secured strong footage in medical schools. NUMed, like any other higher educational institution, has started planning and implementing various strategies to ensure teaching is not hampered during this crisis. ReCaps, online tutorials, discussion boards, online seminars, webinars and quizzes were utilized in reflecting on the current situation. The paper assesses and mitigates the immediate change that has breached the boundaries of students and staffs to be engaged with strategic planning and adoption during the COVID-19 situation. This paper illustrates the interrelatedness and navigates across borders to leverage the possible planning and implementing educational technology as the pedagogical means to ensure the quality of medical education is preserved in fact enhanced through these strategies.
Highlights
The coronavirus, phylogenetically in the SARS-CoV clade which caused the COVID-19 outbreak in Wuhan, China has changed the landscape of education as a whole and illuminates technology as the sole survivor of the current crisis
On 18th March 2020, in the light of the novel coronavirus global outbreak, and in the attempt to overcome the spread of the infection, the Prime Minister of Malaysia declared Movement Control Order (MCO) throughout the country
This paper aims to share on the mindful planning and implementation of NUMed medical education during the COVID-19 pandemic
Summary
The coronavirus, phylogenetically in the SARS-CoV clade which caused the COVID-19 outbreak in Wuhan, China has changed the landscape of education as a whole and illuminates technology as the sole survivor of the current crisis It became the largest online education activity on large-scale and had made learning possible to almost 270 million students and 20 million faculties (Zhou et al, 2020). The online lectures need to be student-centred and promote self-directed learning This includes videos, listening to records, online discussion activities and engaging in short formative quiz sessions. Using the ReCap, personal capture, new recordings were developed as their preferred new standalone recording with a set of slides This is quickly linked to a module in the Virtual Learning Environment (VLE).
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