Haras Catherine, Calhoun Austin, Olson Andrew Pj, Rosenberg Mark
California State University Los Angeles, California Los Angeles, USA.
University of Minnesota Medical School, Minnesota Minneapolis, USA.
Med Sci Educ. 2021 Mar 4;31(2):863-872. doi: 10.1007/s40670-021-01253-7. eCollection 2021 Apr.
The COVID-19 pandemic disrupted medical education. In-person classes and clinical rotations were urgently canceled, followed by a historic and unprecedented migration to online teaching. Most medical school courses were not designed to be fully online, and faculty and students are novices in the process. The purpose of this article is to provide recommendations for educators to optimize their approach to online curricular transformation. Mindful teaching online creates presences that set climate and support discourse, establish routines that build practice, model professional expectations, and challenge but support learners.
新冠疫情扰乱了医学教育。面对面授课和临床实习被紧急取消，随后发生了历史性的、前所未有的向在线教学的转变。大多数医学院课程并非设计为完全在线授课，教师和学生在这个过程中都是新手。本文旨在为教育工作者提供建议，以优化他们进行在线课程转型的方法。在线正念教学营造出一种氛围，设定基调并支持交流，建立有助于实践的常规，树立专业期望，并挑战但支持学习者。
