Post-COVID innovation in postgraduate medical education: Insights from five countries

Le résumé fourni par la source

Introduction: The COVID-19 pandemic significantly impacted postgraduate medical education (PGME). This led to rapid adaptations to ensure training continuity and to develop competent healthcare professionals. Methods: This descriptive study focusses on the sustainable innovations made in Indonesia, Malaysia, Singapore, Taiwan and the USA PGME residency training. Draft country sections were written by co-authors with direct, current knowledge of postgraduate training in those settings. Results: Key lessons emerged from curricular adjustments, digital transformation, operational agility, assessments, and faculty development. Curriculum changes included integrating pandemic-specific content, such as COVID-19 management and public health priorities, into training programs. Singapore’s rapid revision efforts and Indonesia’s compulsory topic introduction are typical examples. Despite movement restrictions and constraints on clinical training, innovative solutions like simulations and telemedicine preserved skill development. Digital transformation played a crucial role, with countries adopting virtual platforms and hybrid simulation models. Technology-driven innovations like augmented reality and teleconsultation expanded training scopes. However, challenges like engagement, transitioning faculty to remote learning systems and unstable internet connectivity remained challenges. Operational agility was demonstrated through cross-institutional collaborations. Assessment formats evolved, with hybrid models and virtual logbooks introduced to maintain educational standards. Accreditation processes were adapted, with flexibility granted in assessment delivery while ensuring quality. Faculty development was accelerated with Singapore leveraging international trends to ensure resilience in local training programs. Conclusion: The pandemic instigated a paradigm shift from reactive adaptation to proactive transformation in PGME, positioning systems as global exemplars of how medical education can evolve amidst complexity and incorporate necessary changes envisioning long-term strengthening of the systems.

Ce résumé expose les affirmations des auteurs. BNTIC ne l’interprète pas comme une validation indépendante des résultats.