S. Sigdel is assistant professor, Department of Cardiothoracic and Vascular Anesthesiology, Manmohan Cardiothoracic Vascular and Transplant Center, Maharajgunj Medical Campus, Tribhuvan University Institute of Medicine, Maharajgunj, Kathmandu, Nepal; ORCID: https://orcid.org/0000-0001-5357-1083 .
A. Ozaki is attending physician, Department of Breast Surgery, Jyoban Hospital of Tokiwa Foundation, Iwaki, Fukushima, Japan.
Acad Med. 2021 Mar 1;96(3):340-342. doi: 10.1097/ACM.0000000000003888.
During the COVID-19 pandemic, there has been a global shift toward online distance learning due to travel limitations and physical distancing requirements as well as medical school and university closures. In low- and middle-income countries like Nepal, where medical education faces a range of challenges-such as lack of infrastructure, well-trained educators, and advanced technologies-the abrupt changes in methodologies without adequate preparation are more challenging than in higher-income countries. In this article, the authors discuss the COVID-19-related changes and challenges in Nepal that may have a drastic impact on the career progression of current medical students. Outside the major cities, Nepal lacks dependable Internet services to support medical education, which frequently requires access to and transmission of large files and audiovisual material. Thus, students who are poor, who are physically disadvantaged, and who do not have a home situation conducive to online study may be affected disproportionately. Further, the majority of teachers and students do not have sufficient logistical experience and knowledge to conduct or participate in online classes. Moreover, students and teachers are unsatisfied with the digital methodologies, which will ultimately hamper the quality of education. Students' clinical skills development, research activities, and live and intimate interactions with other individuals are being affected. Even though Nepal's medical education system is struggling to adapt to the transformation of teaching methodologies in the wake of the pandemic, it is important not to postpone the education of current medical students and future physicians during this crisis. Looking ahead, medical schools in Nepal should ensure that mechanisms are proactively put into place to embrace new educational opportunities and technologies to guarantee a regular supply of high-quality physicians capable of both responding effectively to any future pandemic and satisfying the nation's future health care needs.
在 COVID-19 大流行期间，由于旅行限制和保持身体距离的要求，以及医学院和大学关闭，全球转向在线远程学习。在尼泊尔等低收入和中等收入国家，医学教育面临着一系列挑战，例如基础设施不足、受过良好培训的教育者和先进技术的缺乏，因此，在没有充分准备的情况下，突然改变方法比在高收入国家更具挑战性。在本文中，作者讨论了尼泊尔与 COVID-19 相关的变化和挑战，这些变化可能对当前医学生的职业发展产生重大影响。在尼泊尔的主要城市之外，缺乏可靠的互联网服务来支持医学教育，因为医学教育经常需要访问和传输大量文件和视听材料。因此，贫困、身体残疾和家庭环境不利于在线学习的学生可能会受到不成比例的影响。此外，大多数教师和学生没有足够的后勤经验和知识来进行或参与在线课程。而且，学生和教师对数字方法学不满意，这最终会影响教育质量。学生的临床技能发展、研究活动以及与他人的现场和亲密互动都受到了影响。尽管尼泊尔的医学教育系统正在努力适应大流行后教学方法的转变，但在这场危机中，重要的是不要推迟当前医学生和未来医生的教育。展望未来，尼泊尔的医学院校应确保积极建立机制，以接受新的教育机会和技术，从而保证有源源不断的高素质医生，他们既能有效地应对未来任何大流行，又能满足国家未来的医疗保健需求。
