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本文引用的文献

1
The impact of the COVID-19 pandemic on medical education.新冠疫情对医学教育的影响。
Med J Aust. 2020 Oct;213(7):334-334.e1. doi: 10.5694/mja2.50762. Epub 2020 Sep 6.
2
International solidarity: medical school collaborations during the COVID-19 pandemic.国际团结：新冠疫情期间医学院校的合作
Clin Teach. 2020 Oct;17(5):547-548. doi: 10.1111/tct.13239. Epub 2020 Aug 4.
3
The transition from objectively structured practical examination (OSPE) to electronic OSPE in the era of COVID-19.新冠疫情时代从客观结构化临床考试（OSPE）到电子化 OSPE 的转变。
Biochem Mol Biol Educ. 2020 Sep;48(5):488-489. doi: 10.1002/bmb.21410. Epub 2020 Jul 11.
4
Our education, our concerns: The impact on medical student education of COVID-19.我们的教育，我们的关注：COVID-19 对医学生教育的影响。
Med Educ. 2020 Jul;54(7):591-592. doi: 10.1111/medu.14181. Epub 2020 May 23.
5
Developing a Digitally Informed Curriculum in Psychiatry Education and Clinical Practice.
Acad Psychiatry. 2018 Dec;42(6):782-790. doi: 10.1007/s40596-018-0895-5. Epub 2018 Feb 22.
6
Medical education: Beware the hidden curriculum.医学教育：谨防隐性课程。
Can Fam Physician. 2011 Sep;57(9):983-5.
7
The psychiatrist-patient relationship of the future: anytime, anywhere?未来的医患关系：随时随地？
Harv Rev Psychiatry. 2010 Mar-Apr;18(2):96-102. doi: 10.3109/10673221003683952.
8
Assessment not only drives learning, it may also help learning.评估不仅推动学习，还可能有助于学习。
Med Educ. 2009 Jan;43(1):5-6. doi: 10.1111/j.1365-2923.2008.03237.x.
9
Medical education in India.印度的医学教育。
Med Teach. 2008;30(6):585-91. doi: 10.1080/01421590802139823.

Medical education in the midst of a pandemic: What are the longer term consequences for the doctors of tomorrow?

作者信息

Gondhalekar Anjali Rajendra, Gondhalekar Mohan Rajendra

机构信息

UCL Medical School, Rockefeller Building, 74 Huntley Street, London, WC1E 6BT, UK.

Havering Older People's Mental Health Team and Memory Services, 26 Gubbins Lane, Harold Wood, RM3 0QA, UK.

出版信息

Med J Armed Forces India. 2021 Feb;77(Suppl 1):S4-S7. doi: 10.1016/j.mjafi.2020.11.030. Epub 2021 Feb 2.

DOI:10.1016/j.mjafi.2020.11.030
PMID:33612924
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7873683/
Abstract
摘要