Walking on quicksand and dancing with electrons

Those who learn to operate in a vastly changing global environment, those who can walk on quicksand and dance with electrons: … … those who see connections where others see chaos will flourish and find opportunity in every disturbance.” [1]

I have always loved this quote for its words and imagery. Now, faced with the Covid-19 pandemic those words ring truer than ever. I recalled them when a participant asked at the WONCA Education Working Party webinar on the Covid-19 pandemic [2]: ‘Yes, but what can we learn from our students?’ We risk overlooking our students’ instinctive confidence with technology, and familiarity with ‘virtual’ conversations. They may well be better able to ‘see those connections’ amidst the chaos and disturbance of the pandemic. The leap for their teachers is potentially more challenging.

As medical education adapts to replace face to face teaching on clinical placements and University campuses, global collaboration to share resources and experience is essential. Across the education continuum, at every level, the virtual classroom is emerging. The focus is on techniques for simulating clinical interactions for skills training and competency assessment. But it is not just about adapting delivery. Amidst the chaos, educators should not lose sight of important traditional ‘connections’. New online material may be engaging and innovative but basic principles still apply. Does the new teaching focus on what the learners actually need? Is the purpose of the teaching explicit? These fundamental principles should not be lost in the quicksand.

In these times of uncertainty and chaos, both learners and teachers are under stress. All face the personal anxieties the virus brings. Students face disappointment and the concerns of disrupted training programmes. Tutors are finding online interaction surprisingly demanding and tiring. Mutual support is essential. The process of preparation and debriefing should not be lost. An important webinar message from Gaya Gamhewage at the World Health Organisation was: ‘Remember a human face and voice are powerful.’ [2] How do we foster human values within these new learning environments? Could we leap further into the unknown? Can we harness this as a step towards preparing our students for the world of Artificial Intelligence? Here, ‘practising and sharpening our human strengths (in other words robots’ weaknesses)’ will be crucial [3].

This issue brings more creative thinking to Education in Primary Care. Spicer and Roberts argue for more shared training at the primary-secondary care interface. Tavabie et al introduce the importance of offering non-medical staff competency frameworks for professional development. Goodyear-Smith et al highlight the importance of inspiring trainees to engage in lifelong academic training. All forward thinking items along with a welcome array of work across the continuum of training.

In the chaos of the Covid-19 pandemic creativity continues to thrive. Yes, we can learn from students. They can help us connect with the best virtual learning platforms. Those of us less able to ‘walk on quicksand’ have an equally important role. We must hold onto the humane values which nurture creativity, care and love within our new learning environments. There are more challenges to come as Artificial Intelligence takes hold. Perhaps now we are the right place to look and prepare learning in Primary Care for this future.