The Virtual Transformation of Medical Education: Post COVID-19

Introduction: COVID-19 has presented a unique challenge to medical training institutions, thrusting them into the virtual realm. While some have deftly navigated this new terrain, others are still finding their way, grappling with the challenges of online learning. However, the adaptability and resilience of medical schools shine through as this new norm in medical education is no longer a novelty but a routine. We are witnessing the transformation from online teaching and assessment to online virtual clinics and student consultations. We can revolutionise teaching and learning by incorporating various gadgets and tools, including virtual and augmented reality. The reality is that virtual teaching and assessment are not just stopgap measures but a permanent fixture in the future of medical education. This shift, driven by the resilience of medical schools, will have far-reaching implications for medical education worldwide. Purpose: This paper delves into the profound impact of COVID-19 on medical education, particularly the rapid shift towards virtual learning. It also presents a hopeful vision of innovative alternative methods that can enhance the learning experience for medical staff and students. The urgency of this exploration is not just underscored, but it is a pressing need, as the world of medical education is undergoing a seismic shift. We must understand and adapt to these changes immediately to ensure the continuity and quality of medical education. Methodology: The impact of COVID-19 on medical education, a field that necessitates close patient contact, is profound. This review, authored by Prof Dr Zabidi-Hussin FRCPCH, a Fellow of the Royal College of Paediatrics and Child Health of the UK and a member of the Expert Panel of the European Research Agency, examines the current trends in medical education in response to COVID-19, particularly in the pre-clerkship curriculum. It also discusses the exciting opportunities and challenges in the post-pandemic era. COVID-19 has accelerated the adoption of online teaching and learning and is also expected to ignite a wave of innovation in medical education. It is anticipated that the rise of novel learning approaches driven by student-led initiatives and facilitated by various technologies will herald a new era of medical education. The necessity and urgency of understanding and adapting to these changes cannot be overstated. Findings: The COVID-19 pandemic constitutes an ongoing threat and, thus, is promoting continuous innovation rather than temporary changes in medical education. As such, changes triggered by COVID-19 impose challenges and opportunities for medical education, allowing us to rethink our overall approach to medical education. Significance: The 5-year medical programme may need to be revised entirely as students may be given opportunities to enrich their real-life experience to witness, help and see all the humanitarian disasters. The first year could start with total exposure in the wards rather than in the classroom, in the Intensive Care Unit (ICU), talking to the sufferers of diseases and relatives of those suffering. This will significantly impact these young minds, and measures must be taken to mitigate the psychological distress that may happen consequently. Those real-life exposures will strike these young minds positively because this will etch a permanent image as they witness the carers' illness and suffering.