Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review

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.

Keywords:

• Teaching and learning strategies
• COVID-19
• remote learning
• clinical medical education
• online learning
• hybrid learning

Disclosure statement

The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the article.

Additional information

Funding

Dario Cecilio-Fernandes is partially funded by FAPESP – São Paulo Research Foundation [Young Investigator Grant number 2018/15642-1 and Regular Grant number 2020/04909-7]. Rodrigo Almeida Bastos is partially funded by FAPESP – São Paulo Research Foundation [Grant Number 2020/14084-5]. Danielle Rachel dos Santos Carvalho is partially funded by FAPESP – São Paulo Research Foundation [Grant Number 2020/07132-3]. The views and opinions are entirely those of the author and the funder had no role in selection of content, decision to publish, or preparation of the manuscript.

Notes on contributors

Rodrigo Almeida Bastos

Rodrigo Almeida Bastos is a Doctor of Health Science who works in mental healthcare, especially with health professionals. He is researcher of the Laboratory of Clinical-Qualitative Research of the School of Medical Science of the University of Campinas.

Danielle Rachel dos Santos Carvalho

Danielle Rachel dos Santos Carvalho is a Doctor of Biotechnology, a postdoctoral researcher in School of Medical Sciences, University of Campinas and has research interest on simulation in medical education.

Carolina Felipe Soares Brandão

Carolina Brandão is a Doctor of Science who works in simulation-based teaching in clinical emergencies. She is the coordinator of the Simulation Hospital at University City of São Paulo and the coordinator of Simulation Lab in the Medical School of the University of São Caetano do Sul.

Ellen Cristina Bergamasco

Ellen Cristina Bergamasco is a Doctor of Adult Health who works in simulation-based teaching in nursing of the Faculdade Israelita de Ciências da Saúde Albert Einstein.

John Sandars

John Sandars is Professor of Medical Education at Edge Hill University Medical School and has a research and development interest in the use of technology in medical education. He is also co-chair of the AMEE Technology Enhanced Learning Committee.

Dario Cecilio-Fernandes

Dario Cecilio-Fernandes - AFAMEE, Ph.D. – is researcher in the Department of Medical Psychology and Psychiatry, School of Medical Sciences, University of Campinas and has research interest on assessment, skill acquisition and the use of technology in medical education. He has also working with faculty development in the University of Campinas.