Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review.
Med Teach
; 44(2): 187-195, 2022 02.
Article
in English
| MEDLINE | ID: covidwho-1730379
ABSTRACT
AIMS:
The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic.METHODS:
All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers.RESULTS:
87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students.CONCLUSIONS:
Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.Keywords
Full text:
Available
Collection:
International databases
Database:
MEDLINE
Main subject:
Education, Distance
/
Education, Medical
/
COVID-19
Type of study:
Observational study
/
Prognostic study
/
Qualitative research
/
Reviews
Limits:
Humans
Language:
English
Journal:
Med Teach
Year:
2022
Document Type:
Article
Affiliation country:
0142159X.2021.1973979
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