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Coordinated responses of academic medical centres to pandemics: Sustaining medical education during COVID-19.
Ashokka, Balakrishnan; Ong, Say Yang; Tay, Kwang Hui; Loh, Ne Hooi Will; Gee, Chen Fun; Samarasekera, Dujeepa D.
  • Ashokka B; Department of Anaesthesia, National University Health System, Singapore, Singapore.
  • Ong SY; Centre for Medical Education (CenMED), National University of Singapore, Singapore, Singapore.
  • Tay KH; Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
  • Loh NHW; Department of Anaesthesia, National University Health System, Singapore, Singapore.
  • Gee CF; Department of Anaesthesia, National University Health System, Singapore, Singapore.
  • Samarasekera DD; Yong Loo Lin School of Medicine, National University of Singapore, Singapore, Singapore.
Med Teach ; 42(7): 762-771, 2020 07.
Article in English | MEDLINE | ID: covidwho-245790
Semantic information from SemMedBD (by NLM)
1. disease transmission PROCESS_OF Cohort
Subject
disease transmission
Predicate
PROCESS_OF
Object
Cohort
2. disease transmission PROCESS_OF Cohort
Subject
disease transmission
Predicate
PROCESS_OF
Object
Cohort
ABSTRACT

Background:

The Corona Virus Disease-19 (COVID-19) has been declared a pandemic by the World Health Organization (WHO). We state the consolidated and systematic approach for academic medical centres in response to the evolving pandemic outbreaks for sustaining medical education.

Discussion:

Academic medical centres need to establish a 'COVID-19 response team' in order to make time-sensitive decisions while managing pandemic threats. Major themes of medical education management include leveraging on remote or decentralised modes of medical education delivery, maintaining the integrity of formative and summative assessments while restructuring patient-contact components, and developing action plans for maintenance of essential activities based on pandemic risk alert levels. These core principles must be applied seamlessly across the various fraternities of academic centres undergraduate education, residency training, continuous professional development and research. Key decisions from the pandemic response teams that help to minimise major disruptions in medical education and to control disease transmissions include minimising inter-cluster cross contaminations and plans for segregation within and among cohorts; reshuffling academic calendars; postponing or restructuring assessments.

Conclusions:

While minimising the transmission of the pandemic outbreak within the healthcare establishments is paramount, medical education and research activities cannot come to a standstill each time there is a threat of one.
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Full text: Available Collection: International databases Database: MEDLINE Main subject: Pneumonia, Viral / Coronavirus Infections Type of study: Prognostic study / Randomized controlled trials Limits: Humans Language: English Journal: Med Teach Year: 2020 Document Type: Article Affiliation country: 0142159X.2020.1757634

Full text: Available Collection: International databases Database: MEDLINE Main subject: Pneumonia, Viral / Coronavirus Infections Type of study: Prognostic study / Randomized controlled trials Limits: Humans Language: English Journal: Med Teach Year: 2020 Document Type: Article Affiliation country: 0142159X.2020.1757634