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. 2022 Sep 15;32(5):1183-1188.
doi: 10.1007/s40670-022-01611-z. eCollection 2022 Oct.

Zooming into the COVID Era Together

Emily C Bird  1 , Cathleen C Pettepher  2 , Madeleine A Z Ball  3 , Pulak Goswami  3 , Eden Lyons  3 , Sarah C Reed  3 , Ryan Splittgerber  4 , Neil Osheroff  5   6
Affiliations

Zooming into the COVID Era Together

Emily C Bird et al. Med Sci Educ. .

Abstract

The pre-clinical medical school curriculum provides students with extraordinary experiences in preparation to become physicians. However, it was not originally designed to be delivered remotely. The COVID-19 pandemic promptly threw the medical education process into unforeseen circumstances. A model of student-faculty collaboration created to address new challenges and implement practical solutions rapidly is presented. This model was used effectively to respond to pre-clinical educational interruptions that were imposed by the COVID-19 pandemic and maintain high-quality training. Our experience provides valuable insights and lessons learned that can be applied to the ongoing pandemic response and to future educational challenges.

Keywords: Case based learning; Curriculum; Distance learning; Education; Faculty; Learning; Medical education; Teaching; Virtual learning.

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Conflict of interest statement

Conflict of InterestThe authors declare no competing interests.

Figures

Fig. 1
Fig. 1
The parallel iteration model of the Distance Learning Council (DLC). Students on the DLC gathered feedback from their classmates and faculty facilitators regarding the rapid transition to virtual learning. The DLC generated proposals that could be implemented by faculty and generated resources for the student body directly. Frequent sessions of the DLC allowed for faster iteration
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