Abstract
Objective:To describe the context, challenges and responses to COVID-19 public health measures for medical education in psychiatry, with an emphasis on sharing strategies for ongoing COVID-19 challenges.Conclusion:The rapidity of COVID-19 public health measures instituted in Australia required swift action for medical education to address lockdowns of student clinical placements. The responses included a transition to interim online learning followed by a return to truncated clinical placements renegotiated to conform to public health measures. Adjustment of formative and summative assessment has been necessary. However, further contingencies may emerge depending upon the overall progress of the COVID-19 pandemic.
Highlights
We describe the medical educational response to COVID-19 for psychiatry and addiction medicine teaching in the fourth year of the graduate doctor
We describe our strategies to address the challenges outlined above, in order to provide a framework of experience to assist medical educators, especially in psychiatry and addiction medicine, in flattening the curve of the COVID-19 pandemic impact for basic medical education
The pre-COVID-19 structure of clinical placements comprised a total of 8 weeks, divided into 4-week placements in two clinical settings, with formative clinical tasks assessed through a mandatory clinical portfolio of activities, as well as a supervisor assessment.[4]
Summary
We describe the medical educational response to COVID-19 for psychiatry and addiction medicine teaching in the fourth year of the graduate doctor Corresponding author: Jeffrey CL Looi, Academic Unit of Psychiatry and Addiction Medicine, Australian National University Medical School, Building 4, Level 2, Canberra Hospital, PO Box 11, Garran, ACT 2605, Australia.
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