Abstract
<h3>Key Messages</h3> The COVID-19 pandemic has severely affected medical education worldwide. With clinical placements suspended and social distancing rules in place, medical education institutions transitioned to online education to compensate for canceled in-person teaching. Although some institutions in high-income countries had the residual capacity to shift their education model to eLearning, educational institutions in low- and middle-income countries may have struggled to fully implement novel solutions due to obstacles such as slow and unstable bandwidth, limited access to computer facilities, and insufficient funding to develop online platforms. Some solutions have been postulated, but this issue has yet to be addressed. We argue that medical students have the responsibility to advocate for national and international collaboration to accelerate the adoption of technology-enhanced learning and hybrid teaching models globally.
Highlights
Key Messages n The COVID-19 pandemic has severely affected medical education worldwide
In a survey distributed among final year medical students in the United Kingdom, more than 70% of respondents reported having their clinical placements canceled, and almost 50% had their final exams conducted in an altered format.[2]
The General Medical Council, British Medical Association, and Medical Schools Council have expressed their concerns over the disruptions that the COVID-19 pandemic has caused for medical students in progressing through their studies and qualifying as doctors
Summary
Key Messages n The COVID-19 pandemic has severely affected medical education worldwide. It is important to note that the majority of research on the implementation of TEL during the COVID-19 pandemic has been based on HIC experiences, and as such, solutions described might not be applicable in low-resource settings.[7] An analysis of articles about medical education that were published during the first wave of the pandemic has revealed that of 28 articles that discussed TEL, only 2 had a first author based in a low- and middle-income country (LMIC).
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