Abstract
The COVID-19 pandemic has disrupted life and all forms of education. However, the impact on medical education is unique since the need for continuity of training medical students is urgent and traditionally calls for hands-on training and a physical presence. This is further compounded by the unavailability of teachers who are also serving as frontline health-care providers in the pandemic. This article discusses the role and types of information communication technology (ICT) tools in filling the gaps and ensuring educational continuity in medical education, collaboration, and learning, across the world in the current scenario. A variety of online collaboration tools and digital interventions are discussed. A comparison between the various ICT tools being used by medical educators is also presented. The potential and corresponding challenges of revamping the medical education system and incorporating ICT tools in the long run have also been discussed. Our work can serve as the basis of further studies on creating digital educational models in medical education.
Highlights
IntroductionThe impact on medical education is unique since the need for continuity of training medical students is urgent and traditionally calls for hands-on training and a physical presence
The COVID-19 pandemic has disrupted life and all forms of education
The physical presence of students in inpatient and outpatient environments is a critical component in medical education and the clerkship curriculum, which is greatly impacted by the limitations in in-person gatherings presented by the COVID-19 pandemic
Summary
The impact on medical education is unique since the need for continuity of training medical students is urgent and traditionally calls for hands-on training and a physical presence This is further compounded by the unavailability of teachers who are serving as frontline health-care providers in the pandemic. Medical education is uniquely affected as the need for training future health-care providers has assumed paramount importance, in the light of the global emergency (Rose, 2020) This impact is compounded by the unavailability of teachers (Marasco et al, 2020) in these unique circumstances. The physical presence of students in inpatient and outpatient environments is a critical component in medical education and the clerkship curriculum, which is greatly impacted by the limitations in in-person gatherings presented by the COVID-19 pandemic. While first-hand training in medical education is essential, information technology tools including prerecorded and live streamed
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