Dhillon Jobanpreet, Salimi Ali, ElHawary Hassan
Faculty of Medicine, McGill University, Montreal, QC, Canada.
Department of Ophthalmology, Faculty of Medicine, McGill University, Montreal, QC, Canada.
J Med Educ Curric Dev. 2020 Oct 14;7:2382120520965247. doi: 10.1177/2382120520965247. eCollection 2020 Jan-Dec.
The coronavirus pandemic (COVID-19) has altered the undergraduate learning experience for many students across Canada. Medical education is no exception; clinical programs, in-person lectures, and mandatory hands-on activities have been suspended to adhere to social distancing guidelines. As remote teaching becomes the forefront of education, medical curricula have been forced to adapt accordingly in order to fulfill the core competencies of medical training and to provide quality education to medical students. With that in mind, the COVID-19 crisis offers a unique opportunity to evaluate the current "continuity plans" in medical education as they stand. This paper provides the perspective of medical students on how medical education is changing for both pre-clerkship and clerkship students, using their experience at McGill University as an example for the Canadian medical education system. Additionally, we discuss the accommodations put forth by the undergraduate medical education (UGME) office, and reflect on the limitations and sustainable solutions in supporting quality medical education.
冠状病毒大流行（COVID-19）改变了加拿大许多本科生的学习体验。医学教育也不例外；临床课程、面对面讲座和强制性实践活动已暂停，以遵守社交距离准则。随着远程教学成为教育的前沿，医学课程被迫相应调整，以实现医学培训的核心能力，并为医学生提供优质教育。考虑到这一点，COVID-19危机为评估当前医学教育中的“连续性计划”提供了一个独特的机会。本文以麦吉尔大学医学生的经历为例，阐述了医学生对于医学教育在前见习期和见习期学生中如何变化的看法，该经历代表了加拿大医学教育系统。此外，我们讨论了本科医学教育（UGME）办公室提出的调整措施，并反思了在支持优质医学教育方面的局限性和可持续解决方案。
