Emerging stronger post pandemic: Medical and Health Professional Education

During the height of the pandemic, most of the undergraduate learners were prevented from clinical training sites, restricted intra, inter-institutional and overseas learning opportunities and in many institutions, there were termination of onsite learner-educator engagements (Ng et al., 2021;Renaud et al., 2021;Samarasekera et al., 2020). Aligned to the performance evaluations, there needs to be supportive schemes to incentivise and reward faculty members who contributed to enhance the learning environment for students and residents. [...]the quality improvement and quality assurance processes in health professions education must be aligned to the local context needs. Medical school faculty development post-pandemic – Opportunities in the digital shift. During the height of the pandemic, most of the undergraduate learners were prevented from clinical training sites, restricted intra, inter-institutional and overseas learning opportunities and in many institutions, there were termination of onsite learner-educator engagements (Ng et al., 2021;Renaud et al., 2021;Samarasekera et al., 2020).