TY - JOUR
T1 - Medical education and COVID-19 pandemic: a crisis management model towards an evolutionary pathway
AU - Karimian, Zahra
AU - Farrokhi, Majid Reza
AU - Moghadami, Mohsen
AU - Zarifsanaiey, Nahid
AU - Mehrabi, Manoosh
AU - Khojasteh, Laleh
AU - Salehi, Nasim
N1 - Publisher Copyright:
© 2021, The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.
PY - 2022/4
Y1 - 2022/4
N2 - The COVID-19 crisis has had a profound effect on higher education, especially medical education due to its sensitive nature, dealing with people’s life and wellbeing. This study presented a crisis management model of how to direct medical education during crises. A qualitative design was used via a focus group among 83 medical education administrators at Shiraz University of Medical Sciences. Four major challenges emerged regarding medical education during the COVID-19 pandemic including “The health and wellbeing of faculty members and students”; “Spatial constraints”; “Time constraints”, and “Access to resources”. A total of 13 strategies were suggested to tackle the challenges, including virtualization, technological support, empowerment, participation, sharing, helping, integration, compression, omission, flexibility and diversity, severance, protection; and monitoring. For a sustainable educational pathway in medical education, personalized approach to education via the incorporation of technology is essential. This provides opportunities to tackle the issues caused by the crisis, by provision of any time and anywhere approach to education via flexible technologies/platforms adjusted based on the audiences. The scope of crisis management expands not only on individual and academic levels but also on social and global relations.
AB - The COVID-19 crisis has had a profound effect on higher education, especially medical education due to its sensitive nature, dealing with people’s life and wellbeing. This study presented a crisis management model of how to direct medical education during crises. A qualitative design was used via a focus group among 83 medical education administrators at Shiraz University of Medical Sciences. Four major challenges emerged regarding medical education during the COVID-19 pandemic including “The health and wellbeing of faculty members and students”; “Spatial constraints”; “Time constraints”, and “Access to resources”. A total of 13 strategies were suggested to tackle the challenges, including virtualization, technological support, empowerment, participation, sharing, helping, integration, compression, omission, flexibility and diversity, severance, protection; and monitoring. For a sustainable educational pathway in medical education, personalized approach to education via the incorporation of technology is essential. This provides opportunities to tackle the issues caused by the crisis, by provision of any time and anywhere approach to education via flexible technologies/platforms adjusted based on the audiences. The scope of crisis management expands not only on individual and academic levels but also on social and global relations.
UR - http://www.scopus.com/inward/record.url?scp=85115174972&partnerID=8YFLogxK
U2 - 10.1007/s10639-021-10697-8
DO - 10.1007/s10639-021-10697-8
M3 - Article
AN - SCOPUS:85115174972
SN - 1360-2357
VL - 27
SP - 3299
EP - 3320
JO - Education and Information Technologies
JF - Education and Information Technologies
IS - 3
ER -