Department of Diagnostic Sciences, Arthur A. Dugoni School of Dentistry, University of the Pacific, 155, 5th Street, San Francisco, CA, 94103, USA.
Adv Exp Med Biol. 2024;1458:233-246. doi: 10.1007/978-3-031-61943-4_15.
The coronavirus disease (COVID-19) had a tremendous impact on the education of health professionals globally because of the lack of continuity in the medical education process. After it was declared a pandemic, stay-at-home orders forced students to learn virtually, to mitigate the spread of infection. While didactic courses transitioned easily to a virtual format, using platforms like Webex, Zoom, Google Classroom, etc. preclinical and clinical teaching suffered immensely. Patient care was halted for the safety of the patients, students and faculty, and staff involved. Uncertainty about clinical care and isolation during quarantine due to infections caused poor mental health among students. Most health professions innovated their teaching with simulations, role-play, educational videos, etc. but dental education suffered due to the need for psychomotor skill development. As the COVID-19 protocols evolved, and vaccinations became available, the teaching slowly transformed to Flipped Classrooms, Blended Learning, and Hybrid formats, and patient care was allowed with screening, triaging, and testing before scheduling for aerosol-causing procedures in dentistry. This new normal was accepted and silver linings in the pedagogies were appreciated by faculty and institutions alike as outcomes were analyzed. This chapter examines lessons learned on pandemic awareness, effective teaching pedagogies, and challenges of health professionals. An analysis of the lessons based on the framework of the Community of Inquiry is provided as guidelines to educate Gen Z for the future.
由于医学教育过程缺乏连续性，冠状病毒病（COVID-19）对全球卫生专业人员的教育产生了巨大影响。宣布大流行后，为了减少感染的传播，居家令迫使学生进行虚拟学习。虽然理论课程很容易过渡到虚拟模式，使用 Webex、Zoom、Google Classroom 等平台，但临床前和临床教学受到了很大的影响。为了患者、学生、教职员工和相关工作人员的安全，停止了患者护理。由于感染导致的临床护理和隔离的不确定性，学生的心理健康状况不佳。大多数医疗专业人员通过模拟、角色扮演、教育视频等方式创新教学，但由于需要发展心理运动技能，牙科教育受到了影响。随着 COVID-19 协议的发展和疫苗的推出，教学逐渐转变为翻转课堂、混合学习和混合模式，并且在安排牙科引起气溶胶的程序之前，通过筛查、分诊和测试允许进行患者护理。这种新常态被接受了，教职员工和机构都赞赏教学方法中的一线希望，因为对结果进行了分析。本章探讨了大流行意识、有效教学方法以及卫生专业人员面临的挑战方面的经验教训。根据探究社区的框架提供了对这些经验教训的分析，作为为未来教育 Z 世代的指导方针。
