What does medical education look like after a pandemic?
The most obvious change is that our way of communicating has taken a new path-from physical encounters to interactions via digital platforms such as zoom and Skype. Digital tools were available even before the pandemic of the crown, but it is only now that we need to get acquainted with the creation of “subgroup rooms” in zoom, where I, as a teacher, can divide students into smaller groups and teach at the same time. up to 50 students. Students can discuss with each other both in small groups and throughout the class.
Distance learning has its advantages: you don’t have to go to university for a 50-minute lesson, for example, and you can watch recorded lessons at any time. On the other hand, there are difficulties with the new way of teaching. The biggest one is probably that it can be difficult for a teacher to make contact when you’re not physically sitting together. Without the ability to make eye contact, it is difficult to tell if everyone is keeping up, and students lose concentration more easily.
It also requires a good ability to communicate in writing, as a large part of daily contacts are made via e-mail. Finally, digital tools are not always easy to navigate, especially given the need for quick updates during a pandemic crown.
The coronation pandemic has accelerated the transition from physical to digital communication, which has also become more extensive than we would have liked. We had to adapt to the crisis situation in which we find ourselves. From June 15, university science will again be able to take place in the classroom. Does this mean the end of the new digital teaching method? What’s happening with the second wave of covid-19?
I think we should think about how we can benefit from our experience this spring. Equally important is the use of digital tools in medical education. For example, creating digital work steps for each course frees up both time and resources. Now that we are convinced that this is feasible, we should also expand our range of digital education programmes aimed at international students.
In addition to new forms of education, I also noticed changes at the mental level. There is a reason to ask ourselves: do we in Sweden learn from others as quickly as we critically analyse, especially when knowledge is lacking and unconventional measures have to be taken here and now?
At a recent paper seminar, I was surprised that the most difficult question that research students have to answer is: “what do you think is good about these studies and what can we learn from them?”In higher medical education, we practice taking a critical stance, but it is also important that future researchers/medical professionals learn to identify their own knowledge gaps and learn from them.
The coronation pandemic has changed our approach to the possible and the impossible and given us the opportunity to educate a generation of doctors who will hopefully be better prepared for unforeseen challenges. How actively we keep up with new teaching methods and face new challenges will determine how the medical education system copes with the pandemic.