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The Transformational Effects of COVID-19 on Medical Education

Educational Objective
To understand how COVID-19 has transformed medical education
1 Credit CME

In 2010, a Global Independent Commission on Education of Health Professionals for the 21st Century, composed of experts in public health and health care from around the world, asserted that the purpose of health professions education was to improve the health of communities.1 The commission called for the educational institutions of health professions to design curricula to address the major causes of morbidity and mortality in their communities. The coronavirus disease 2019 (COVID-19) pandemic brought both clarity and urgency to this purpose and many academic health systems in the US have responded.2

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Article Information

Corresponding Author: Catherine R. Lucey, MD, Department of Medicine, University of California San Francisco School of Medicine, 533 Parnassus Ave, Ste U-80, San Francisco, CA 94118 (Catherine.Lucey@ucsf.edu).

Published Online: August 26, 2020. doi:10.1001/jama.2020.14136

Conflict of Interest Disclosures: Dr Lucey reported serving as the site principal investigator for a Kern Family Foundation grant to the Medical College of Wisconsin for the Transformation of Medical Education. No other disclosures were reported.

References
1.
Frenk  J , Chen  L , Bhutta  ZA ,  et al.  Health professionals for a new century: transforming education to strengthen health systems in an interdependent world.   Lancet. 2010;376(9756):1923-1958. doi:10.1016/S0140-6736(10)61854-5 PubMedGoogle ScholarCrossref
2.
Rose  S .  Medical student education in the time of COVID-19.   JAMA. 2020;323(21):2131-2132. doi:10.1001/jama.2020.5227 PubMedGoogle ScholarCrossref
3.
Berwick  DM , Finkelstein  JA .  Preparing medical students for the continual improvement of health and health care: Abraham Flexner and the new “public interest.”   Acad Med. 2010;85(9)(suppl):S56-S65. doi:10.1097/ACM.0b013e3181ead779 PubMedGoogle ScholarCrossref
4.
Lucey  CR .  Medical education: part of the problem and part of the solution.   JAMA Intern Med. 2013;173(17):1639-1643. doi:10.1001/jamainternmed.2013.9074 PubMedGoogle ScholarCrossref
5.
Skochelak  SE , Stack  SJ .  Creating the medical schools of the future.   Acad Med. 2017;92(1):16-19. doi:10.1097/ACM.0000000000001160 PubMedGoogle ScholarCrossref
6.
Flotte  TR , Larkin  AC , Fischer  MA ,  et al.  Accelerated graduation and the deployment of new physicians during the COVID-19 pandemic.   Acad Med. Published online June 9, 2020. doi:10.1097/ACM.0000000000003540PubMedGoogle Scholar
7.
Lucey  CR , Thibault  GE , Ten Cate  O .  Competency-based, time-variable education in the health professions: crossroads.   Acad Med. 2018;93(3S Competency-based, time-variable education in the health professions):S1-S5. doi:10.1097/ACM.0000000000002080PubMedGoogle ScholarCrossref
8.
Association of American Medical Colleges. Medical student away rotations and in-person interviews for 2020-21 residency cycle. Published May 11, 2020. Accessed July 13, 2020. https://www.aamc.org/what-we-do/mission-areas/medical-education/away-rotations-interviews-2020-21-residency-cycle
9.
Centers for Disease Control and Prevention. CERC manual. Accessed July 13, 2020. https://emergency.cdc.gov/cerc/manual/index.asp
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