435
Views
6
CrossRef citations to date
0
Altmetric
Review

Impact of COVID-19 Pandemic on Post-Graduate Medical Education and Training in India: Lessons Learned and Opportunities Offered

ORCID Icon, , & ORCID Icon
Pages 809-816 | Published online: 26 Jul 2021

References

  • Dornan T, Pearson E, Carson P, Helmich E, Bundy C. Emotions and identity in the figured world of becoming a doctor. Med Educ. 2015;49(2):174–185. doi:10.1111/medu.12587
  • World Health Organization. A universal truth: no health without a workforce. Third global forum on human resources for a health report. World Health Organization; 2013 [ cited April 28, 2021]. Available from: www.who.int/workforce.alliance/knowledge/resources/hrhreport2013/en/. Accessed July 15, 2021.
  • Mortelmans LJM, Bouman SJM, Gaakeer MI, Dieltiens G, Anseeuw K, Sabbe MB. Dutch senior medical students and disaster medicine: a national survey. Int J Emerg Med. 2015;8(1):. doi:10.1186/s12245-015-0077-0
  • Philibert I, Blouin D. Responsiveness to societal needs in postgraduate medical education: the role of accreditation. BMC Med Educ. 2020;20(S1):309. doi:10.1186/s12909-020-02125-1
  • Boelen C, Heck J. Defining and Measuring the Social Accountability of Medical Schools. Geneva:Division of development of human resources for health, World Health Organization;1995:3. WHO/HRH/95.7. Available from. http://whqlibdoc.who.int/hq/1995/WHO_HRH_95.7.pdf. Accessed July 15, 2021.
  • Woolliscroft JO. Innovation in response to the COVID-19 pandemic crisis. Acad Med. 2020;95(8):1140–1142. doi:10.1097/ACM.0000000000003402
  • Vaishya R. Plights of medical postgraduate students during COVID-19 pandemic. J Postgrad Med Educ Res. 2021;54(3):158–159. doi:10.5005/jp-journals-10028-1399
  • Harries AJ, Lee C, Jones L, et al. Effects of the COVID-19 pandemic on medical students: a multicenter quantitative study. BMC Med Educ. 2021;21(1):14. doi:10.1186/s12909-020-02462-1
  • Sklar DP. COVID-19: lessons from the disaster that can improve health professions education. Acad Med. 2020;95(11):1631–1633. doi:10.1097/ACM.0000000000003547
  • Hopman J, Allegranzi B, Mehtar S. Managing COVID-19 in low- and middle-income countries. JAMA. 2020;323(16):1549–1550. doi:10.1001/jama.2020.4169
  • Scott R, Health R, Lostis E. COVID-19: junior doctors are worried about their physical and mental health. BMJ. 2020. Available form: https://blogs.bmj.com/bmj/2020/04/03/covid-19-juniordoctors-are-worried-about-their-physical-and-mental-health. Accessed on July 15, 2021.
  • Rana W, Mukhtar S, Mukhtar S. Mental health of medical workers in Pakistan during the pandemic COVID-19 outbreak. Asian J Psychiatr. 2020;51:102080. doi:10.1016/j.ajp.2020.102080
  • Dedeilia A, Sotiropoulos MG, Hanrahan JG, Janga D, Dedeilias P, Sideris M. Medical and surgical education challenges and innovations in the COVID-19 era: a Systematic Review. In Vivo. 2020;34(3 suppl):1603–1611. doi:10.21873/invivo.11950
  • Persky AM, Fuller KA, Jarstfer M, Rao K, Rodgers JE, Smith M. The COVID-19 Pandemic Across The Academy. Am J Pharm Educ. 2020; 8(6).
  • Wayne DB, Green M, Neilson EG. Medical education in the time of COVID-19. Sci Adv. 2020;6(31):eabc7110. doi:10.1126/sciadv.abc7110
  • Lal H, Sharma D, Pratalesh M. Outpatient department practices in orthopaedics amidst COVID-19: the evolving model. J Clin Orthop Trauma. 2020;11(4):700–712. doi:10.1016/j.jcot.2020.05.009
  • Dougherty P, Jain A. Orthopaedic surgery education in India. Clin Orthop Relat Res. 2014;472(2):410–414. doi:10.1007/s11999-013-3391-y
  • Upa GK, Jain VK, Iyengar K, Patralekh MK, Vais A. Impact of COVID-19 on post-graduate orthopaedic training in Delhi-NCR. J Clin Orthop Trauma. 2020;11:S687–S695. doi:10.1016/j.jcot.2020.07.018
  • Dwivedi R, Kumar R. Postgraduate training requires urgent reforms to deal with future pandemics. J R Coll Physicians Edinb. 2020;50(4):360–361. doi:10.4997/JRCPE.2020.402
  • Edigin E, Eaton PO, Shaka H, Ojemolon PE, Asemota IR, Akuna E. Impact of COVID-19 pandemic on medical postgraduate training in the United States. Med Educ Online. 2021;25(1):1774318
  • Calhoun KE, Yale LA, Whipple ME, Allen SM, Wood DE, Tatum RP. The impact of COVID-19 on medical student surgical education: implementing extreme pandemic response measures in a widely distributed surgical clerkship experience. Am J Surg. 2020;220(1):44–47. doi:10.1016/j.amjsurg.2020.04.024
  • Sigdel S, Ozaki A, Dhakal R, Pradhan B, Tanimoto T. Medical education in Nepal: impact and challenges of the COVID-19 pandemic. Acad Med. 2021;96(3):340–342. doi:10.1097/ACM.0000000000003888
  • Nepal S, Atreya A, Menezes RG, Joshi RR. Students’ perspective on online medical education amidst the COVID-19 pandemic in Nepal. J Nepal Health Res Counc. 2020;18(3):551–555. doi:10.33314/jnhrc.v18i3.2851
  • Coccolini F, Perrone G, Chiarugi Met al. Surgery in COVID-19 patients: operational directives. World J Emerg Surg. 2020;15(25):2–7.
  • Young M, Thomas A, Gordon D, et al. The terminology of clinical reasoning in health professions education: implications and considerations. Med Teach. 2019;41(11):1277–1284. doi:10.1080/0142159X.2019.1635686
  • Shuriya Prabha M, Dinesh Kumar V. What is lost in postgraduate residency during COVID-19 times? —a resident perspective on diagnostic error. Med Sci Educ. 2020;30(4):1339–1340. doi:10.1007/s40670-020-01070-4
  • Sia C-H, Tan BY-Q, Ooi SBS. Impact of the coronavirus disease 2019 pandemic on postgraduate medical education in a Singaporean academic medical institution. Korean J Med Educ. 2020;32(2):97–100. doi:10.3946/kjme.2020.157
  • Shaukat N, Ali DM, Razzak J. Physical and mental health impacts of COVID-19 on healthcare workers: a scoping review. Int J Emerg Med. 2020;13(1):40. doi:10.1186/s12245-020-00299-5
  • Salari N, Khazaie H, Hosseinian-Far A, et al. The prevalence of stress, anxiety and depression within front-line healthcare workers caring for COVID-19 patients: a systematic review and meta-regression. Hum Resour Health. 2020;18(1):100. doi:10.1186/s12960-020-00544-1
  • Lasalvia A, Bonetto C, Porru S, et al. Psychological impact of COVID-19 pandemic on healthcare workers in a highly burdened area of north-east Italy. Epidemiol Psychiatr Sci. 2020;30:e1. doi:10.1017/S2045796020001158
  • Sunil R, Bhatt MT, Bhumika TV, et al. Weathering the storm: psychological impact of COVID-19 pandemic on clinical and nonclinical healthcare workers in India. Indian J Crit Care Med. 2021;25(1):16–20. doi:10.5005/jp-journals-10071-23702
  • Agrawal S, Tandon V, Srivastava RM, Kaur ACOVID-19. pandemic—testing times for postgraduate medical education. Indian J Ophthalmol. 2021;69(1):157–158. doi:10.4103/ijo.IJO_3174_20
  • McCarthy C, Carayannopoulos K, Walton JM. COVID-19 and changes to postgraduate medical education in Canada. Can Med Assoc J. 2020;192(35):E1018–20. doi:10.1503/cmaj.200882
  • Sneyd JR, Mathoulin SE, O’Sullivan EP, et al. impact of the COVID-19 pandemic on anaesthesia trainees and their training. Br J Anaesth. 2020;125(4):450–455. doi:10.1016/j.bja.2020.07.011
  • Sam AH, Millar KR, Lupton MGF. Digital clinical placement for medical students in response to COVID-19. Acad Med. 2020;95(8):1126
  • Alsoufi A, Alsuyihili A, Msherghi A, et al. Impact the COVID-19 pandemic on medical education: medical students’ knowledge, attitudes, and practices regarding electronic learning. PLoS One. 2020;15(11):e0242905. doi:10.1371/journal.pone.0242905
  • Hollander JE, Carr BG. Virtually Perfect? Telemedicine for Covid-19. N Engl J Med. 2020;382(18):1679–1681. (). doi:10.1056/NEJMp2003539
  • Dong C, Goh P. Twelve tips for the effective use of videos in medical education. Med Teach. 2015;37(2):140–145. doi:10.3109/0142159X.2014.943709
  • Hafferty FW, Franks R. The hidden curriculum, ethics teaching, and the structure of medical education. Acad Med. 1994;69(11):861–871. doi:10.1097/00001888-199411000-00001
  • Hafferty FW. Beyond curriculum reform: confronting medicine’s hidden curriculum. Acad Med. 1998;73(4):403–407. doi:10.1097/00001888-199804000-00013
  • Karnieli-Miller O, Vu TR, Holtman MC, Clyman SG, Inui TS. Medical students’ professionalism narratives: a window on the informal and hidden curriculum. Acad Med. 2010;85(1):124–133. doi:10.1097/ACM.0b013e3181c42896
  • Gaufberg EH, Batalden M, Sands R, Bell SK. The hidden curriculum: what can we learn from third-year medical student narrative reflections? Acad Med. 2010;85(11):1709–1716. doi:10.1097/ACM.0b013e3181f57899
  • Burford B. Group processes in medical education: learning from social identity theory. Med Educ. 2012;46(2):143–152. doi:10.1111/j.1365-2923.2011.04099.x
  • Goldie J. The formation of professional identity in medical students: considerations for educators. Med Teach. 2012;34(9):e641–e648. doi:10.3109/0142159X.2012.687476
  • Jarvis-Selinger S, Pratt DD, Regehr G. Competency is not enough: integrating identity formation into the medical education discourse. Acad Med. 2012;87(9):1185–1190. doi:10.1097/ACM.0b013e3182604968
  • Lawrence C, Mhlaba T, Stewart KA, Moletsane R, Gaede B, Moshabela M. The hidden curricula of medical education: a scoping review. Acad Med. 2017;93(4):648. doi:10.1097/ACM.0000000000002004
  • Liang ZC, Ooi SBS, Wang W. Pandemics and their impact on medical training: lessons from singapore. Acad Med. 2020;95(9):1359–1361. (). doi:10.1097/ACM.0000000000003441
  • Gill D, Whitehead C, Wondimagegn D. Challenges to medical education at a time of physical distancing. Lancet. 2020;396(10244):77–79. doi:10.1016/S0140-6736(20)31368-4