M. Kochis is a fourth-year medical student, Harvard Medical School, Boston, Massachusetts.
W. Goessling is the Robert H. Ebert Professor of Medicine, Harvard Medical School, codirector of the Harvard-MIT Program in Health Sciences and Technology, and the Jules L. Dienstag, MD, and Betty and Newell Hale Endowed Chair in Gastroenterology and Chief of Gastroenterology, Massachusetts General Hospital, Boston, Massachusetts.
Acad Med. 2021 Mar 1;96(3):399-401. doi: 10.1097/ACM.0000000000003755.
The speed and scope of the upheaval that COVID-19 inflicted on medical education made innovation a necessity. While medical students wanted high-quality, consolidated educational resources on COVID-19, the medical school faculty who typically produced such resources were increasingly burdened with clinical, administrative, and personal commitments. However, students eager to contribute to the pandemic response were well suited to create these instructional materials for their peers.
In mid-March 2020, a group of students at Harvard Medical School came together to synthesize the key facts and collate the best existing educational materials about the COVID-19 pandemic into a unified learning resource. The materials were faculty reviewed and shared freely online. The curriculum now contains 8 modules that are updated regularly. Throughout this process, the student authors prioritized accessibility, iterative improvement, and effective pedagogy.
To date, nearly 80,000 users from 132 countries have accessed the curriculum. It has been referenced or incorporated into courses at Harvard Medical School and more than 30 other medical schools across the country. About 40% of all users are from outside the United States, and the materials have been translated into 28 languages. This effort has spurred a number of other educational initiatives led by medical student groups in the United States and abroad.
As understanding of the COVID-19 pandemic is constantly changing, the student authors' immediate goal is to keep the curriculum up to date in the months to come. They plan to maintain existing partnerships with medical schools and student groups around the world while pursuing new opportunities to expand the curriculum's reach, provide education, and build community. Students and educators alike should leverage student-driven education efforts to benefit other learners both within and, importantly, beyond their institutions.
新冠疫情给医学教育带来了翻天覆地的变化，这使得创新成为必要。尽管医学生希望获得高质量、整合的新冠疫情教育资源，但通常负责制作此类资源的医学院教师却越来越多地承担临床、行政和个人义务。然而，渴望为疫情应对做出贡献的学生非常适合为同龄人制作这些教学材料。
2020 年 3 月中旬，哈佛医学院的一群学生聚集在一起，将新冠疫情的关键事实综合起来，并将现有的最佳教育材料整理成一个统一的学习资源。这些材料经过教师审查并免费在线分享。课程目前包含 8 个模块，并且定期更新。在整个过程中，学生作者优先考虑可访问性、迭代改进和有效的教学法。
迄今为止，已有来自 132 个国家的近 80000 名用户访问了该课程。它已被哈佛医学院和全美 30 多所其他医学院参考或纳入课程。大约 40%的用户来自美国以外的国家，这些材料已被翻译成 28 种语言。这一努力激发了美国和其他国家的医学生团体领导的许多其他教育计划。
随着对新冠疫情的理解不断变化，学生作者的当务之急是在未来几个月保持课程的最新状态。他们计划在全球范围内保持与医学院和学生团体的现有合作关系，同时寻求新的机会扩大课程的影响力，提供教育，并建立社区。学生和教育工作者都应该利用学生驱动的教育努力，使他们所在机构内外的其他学习者受益。
