Nimavat Nirav, Singh Shruti, Fichadiya Nilesh, Sharma Parul, Patel Nilesh, Kumar Manoj, Chauhan Grishma, Pandit Niraj
Department of Community Medicine, Smt. B.K. Shah Medical Institute & Research Centre, Sumandeep Vidyapeeth, Vadodara, Gujarat, India.
Department of Pharmacology, All India Institute of Medical Sciences, Patna, Bihar, India.
Adv Med Educ Pract. 2021 Mar 4;12:237-243. doi: 10.2147/AMEP.S295728. eCollection 2021.
During the COVID-19 pandemic, most educational institutions have opted for online education rather than traditional modes of education to protect their employees and students. Online education has been gaining momentum in almost all countries around the world. This coincides with the recently introduced competency-based medical education in India which has embraced online education. This poses a new challenge for the institutions involved, the instructors or teachers, and the students since they must adapt quickly to the new mode of learning. Online education requires teachers to improve their competency in three major areas; pedagogy, technology, and content knowledge. Some of the challenges include; lack of technological skill, poor time management and lack of infrastructure. As technology rapidly advances, health care education systems must also advance in tandem. To implement the new competency-based system and online education, the institutions and the individuals must realize the importance of online education, identify the barriers and quickly work on solutions for success.
This review was conducted based on various research papers on the topic of online medical education, the challenges faced by faculty members, and the opinion of students on this dilemma. Search terms included online medical education, COVID19, competency-based medical education.
This review identified various challenges posed by online education on the current medical curriculum, faced by both faculty members and students, especially under the light of the Competency-Based Undergraduate Curriculum for Indian Graduates. Different solutions were proposed to overcome these challenges.
在新冠疫情期间，大多数教育机构选择了在线教育而非传统教育模式，以保护其员工和学生。在线教育在世界几乎所有国家都呈发展态势。这与印度最近引入的基于能力的医学教育相契合，该教育模式采用了在线教育。这给相关机构、教师和学生带来了新挑战，因为他们必须迅速适应新的学习模式。在线教育要求教师在三个主要领域提高能力，即教学法、技术和内容知识。一些挑战包括缺乏技术技能、时间管理不善和基础设施不足。随着技术的迅速发展，医疗教育系统也必须同步发展。为了实施新的基于能力的系统和在线教育，机构和个人必须认识到在线教育的重要性，识别障碍并迅速制定成功的解决方案。
本综述基于关于在线医学教育主题的各种研究论文、教师面临的挑战以及学生对这一困境的看法进行。检索词包括在线医学教育、新冠疫情、基于能力的医学教育。
本综述确定了在线教育给当前医学课程带来的各种挑战，教师和学生都面临这些挑战，特别是在印度毕业生基于能力的本科课程背景下。提出了不同的解决方案来克服这些挑战。
