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Abstract
This article was migrated. The article was marked as recommended. We all knew it was coming. We just didn't realize it would all come at once. No, we are not talking about the zombie apocalypse, but rather the emergence of virtual teaching and virtual healthcare delivery pervading every aspect of life as we now know it. In the context of COVID-19 and marked shifts in how and where we teach medical learners, the staggering number of new ideas, adaptations, and innovations has been inspiring. This game-changing pandemic is a spark, a lightning bolt if you will, that has created solutions, where previous barriers may have been in virtual teaching and healthcare provision. It is impossible to even consider going "back to normal", as they say. We believe the torrent of ideas and possibilities for medical education, brought by COVID-19, cannot and should not be stopped. We explore the nuances of virtual teaching and virtual care and seek readers to consider what their actionable frameshift can mean for medical education in their teaching realm moving forward. We believe that this is the time to innovate: the time to radically change our traditional medical education practices. To sustain these innovations, institutional support, participant buy-in, and assessment and outcome data will be invaluable to harness these new opportunities.
Highlights
Virtual teaching refers to the use of remote video conferencing software, web-based learning management systems, and other digital technology, to teach students from a distance
Using a "flame and fire" metaphor, we believe that the arrival of COVID-19 has been the trigger for the innovation that medical education has been awaiting for decades
The numbers of tips, tricks, lessons learned, online "living documents", active social media threads, and forums are growing by the day
Summary
Virtual teaching refers to the use of remote video conferencing software, web-based learning management systems, and other digital technology, to teach students from a distance. Clinical experiences have undergone significant shifts to virtual care and the learning environment for medical learners is markedly different (Wosik et al, 2020).
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