从危机到机遇：重塑新冠肺炎后的医学教育。

IF 4.8 2区医学 Q1 EDUCATION, SCIENTIFIC DISCIPLINES

Perspectives on Medical Education Pub Date : 2025-06-27 eCollection Date: 2025-01-01 DOI:10.5334/pme.1672

Anita Samuel, Steven J Durning

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引用次数: 0

摘要

2019冠状病毒病大流行严重破坏了医学教育中的传统床边教学，强调需要创新的临床培训方法。这种破坏突出了重新评估和加强医学教育实践以提高未来复原力的关键机会。本文考察了新冠肺炎大流行给床边教学带来的变化，并探讨了使用新的工具和技术来支持这一重要的教育实践。床边教学的关键改进包括虚拟病人访谈、远程医疗诊所和直播手术。混合模型在集成虚拟监督的同时允许一些参与者在同一地点。挑战包括准入差距、技术限制以及无法完全复制实践培训。证据支持保留传统的床边教学用于高接触接触，混合模式用于有限接触场景，完全虚拟教学用于非接触教育需求。这场大流行病显示了医学教育的适应性和复原力。通过战略性地结合虚拟和混合方法，我们可以提高床边教学的质量、可及性和有效性。这些方法不仅解决了大流行带来的挑战，而且还提供了机会，为未来的医疗保健专业人员准备一个充满活力和技术先进的医疗保健环境。

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From Crisis to Opportunity: Reinventing Medical Education After COVID-19.

The COVID-19 pandemic dramatically disrupted traditional bedside teaching in medical education, emphasizing the need for innovative approaches to clinical training. This disruption highlights a critical opportunity to reassess and enhance medical education practices for future resilience. This paper examines the changes in bedside teaching brought about by the COVID-19 pandemic and explores the use of novel tools and technologies to support this essential educational practice. Key adaptations to bedside teaching involved virtual patient interviews, telemedicine clinics, and live-streamed surgeries. Hybrid models allowed for the co-location of some participants while integrating virtual supervision. Challenges included access disparities, technological limitations, and the inability to fully replicate hands-on training. Evidence supports the retention of traditional bedside teaching for high-contact encounters, hybrid models for limited-contact scenarios, and fully virtual teaching for non-contact educational needs. The pandemic has demonstrated the adaptability and resilience of medical education. By strategically incorporating virtual and hybrid approaches, we can enhance the quality, accessibility, and effectiveness of bedside teaching. These approaches not only address the challenges posed by the pandemic but also offer opportunities to prepare future healthcare professionals for a dynamic and technologically advanced healthcare environment.

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来源期刊

Perspectives on Medical Education Multiple-

CiteScore

5.70

自引率

8.30%

发文量

审稿时长

28 weeks

期刊介绍： Perspectives on Medical Education mission is support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Official journal of the The Netherlands Association of Medical Education (NVMO). Perspectives on Medical Education is a non-profit Open Access journal with no charges for authors to submit or publish an article, and the full text of all articles is freely available immediately upon publication, thanks to the sponsorship of The Netherlands Association for Medical Education. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission. Perspectives on Medical Education positions itself at the dynamic intersection of educational research and clinical education. While other journals in the health professional education domain orient predominantly to education researchers or to clinical educators, Perspectives positions itself at the collaborative interface between these perspectives. This unique positioning reflects the journal’s mission to support and enrich collaborative scholarship between education researchers and clinical educators, and to advance new knowledge regarding clinical education practices. Reflecting this mission, the journal both welcomes original research papers arising from scholarly collaborations among clinicians, teachers and researchers and papers providing resources to develop the community’s ability to conduct such collaborative research. The journal’s audience includes researchers and practitioners: researchers who wish to explore challenging questions of health professions education and clinical teachers who wish to both advance their practice and envision for themselves a collaborative role in scholarly educational innovation. This audience of researchers, clinicians and educators is both international and interdisciplinary. The journal has a long history. In 1982, the journal was founded by the Dutch Association for Medical Education, as a Dutch language journal (Netherlands Journal of Medical Education). As a Dutch journal it fuelled educational research and innovation in the Netherlands. It is one of the factors for the Dutch success in medical education. In 2012, it widened its scope, transforming into an international English language journal. The journal swiftly became international in all aspects: the readers, authors, reviewers and editorial board members. The editorial board members represent the different parental disciplines in the field of medical education, e.g. clinicians, social scientists, biomedical scientists, statisticians and linguists. Several of them are leading scholars. Three of the editors are in the top ten of most cited authors in the medical education field. Two editors were awarded the Karolinska Institute Prize for Research. Presently, Erik Driessen leads the journal as Editor in Chief. Perspectives on Medical Education is highly visible thanks to its unrestricted online access policy. It is sponsored by theThe Netherlands Association of Medical Education and offers free manuscript submission.