TY - JOUR
T1 - Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic
T2 - A rapid review
AU - Bastos, Rodrigo Almeida
AU - Carvalho, Danielle Rachel dos Santos
AU - Brandão, Carolina Felipe Soares
AU - Bergamasco, Ellen Cristina
AU - Sandars, John
AU - Cecilio-Fernandes, Dario
N1 - Publisher Copyright:
© 2021 Informa UK Limited, trading as Taylor & Francis Group.
PY - 2022
Y1 - 2022
N2 - Aims: The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic.Methods: All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors’ experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. Results: 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. Conclusions: Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.
AB - Aims: The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic.Methods: All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors’ experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. Results: 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. Conclusions: Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.
UR - http://www.scopus.com/inward/record.url?scp=85116440561&partnerID=8YFLogxK
U2 - 10.1080/0142159X.2021.1973979
DO - 10.1080/0142159X.2021.1973979
M3 - Article
C2 - 34608845
AN - SCOPUS:85116440561
SN - 0142-159X
VL - 44
SP - 187
EP - 195
JO - Medical Teacher
JF - Medical Teacher
IS - 2
ER -