olutions, enablers and barriers to online learning in clinical medical education during the first year of the Covid19 pandemic: A rapid revie

Author(s)

Bastos, Rodrigo Almeida ^[1] ; Carvalho, Danielle Rachel dos Santos ^[2] ; Brandao, Carolina Felipe Soares ^{[3, 4]} ; Bergamasco, Ellen Cristina ^[5] ; Sandars, John ^[6] ; Cecilio-Fernandes, Dario ^[1]

Affiliation

^[1] Univ Estadual Campinas, Sch Med Sci, Dept Med Psychol & Psychiat, Campinas - Brazil

^[2] Univ Estadual Campinas, Sch Med Sci, Campinas - Brazil

^[3] Univ City Sao Paulo, Sao Paulo - Brazil

^[4] Univ Sao Caetano, Sao Caetano do Sul - Brazil

^[5] Fac Israelita Ciencias Saude Albert Einstein, Sao Paulo - Brazil

^[6] Edge Hill Univ, Edge Hill Univ Med Sch, Ormskirk - England

• Document type: Review article
• Source: MEDICAL TEACHER; v. 44, n. 2 OCT 2021.
• Web of Science Citations: 2

Abstract

Aims The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. Methods All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. Results 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. Conclusions Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts. (AU)

• FAPESP's process: 20/04909-7 - Using simulation to implement the COVID-19 suspected patient care protocol
• Grantee: Dario Cecilio Fernandes
• Support Opportunities: Regular Research Grants
• FAPESP's process: 20/14084-5 - Investigating the impact of assessment strategies on medical students' learning
• Grantee: Rodrigo Almeida Bastos
• Support Opportunities: Scholarships in Brazil - Technical Training Program - Technical Training
• FAPESP's process: 20/07132-3 - Using simulation training to implement the protocol for attending patient with a suspicion of COVID-19
• Grantee: Danielle Rachel dos Santos Carvalho
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• FAPESP's process: 18/15642-1 - Investigating the impact of assessment strategies on medical students' learning
• Grantee: Dario Cecilio Fernandes
• Support Opportunities: Research Grants - Young Investigators Grants