• Loni Crumb, Kendall M Campbell, Allison Crowe, Janeé Avent Harris, Cassandra Acheampong, and Janae Little.
• From the Counselor Education Program, Department of Interdisciplinary Professions, East Carolina University, Greenville, North Carolina, Division of Academic Affairs, Brody School of Medicine, East Carolina University, Greenville, North Carolina, and the Office of Student Development and Academic Counseling, Brody School of Medicine, East Carolina University, Greenville, North Carolina.
• South. Med. J. 2020 Aug 1; 113 (8): 368-371.

AbstractCoronavirus disease 2019 (COVID-19) rapidly led to global human devastation, including multiple deaths, sicknesses, and financial reverberations across many individuals and communities. As COVID-19 gained its foothold in the United States, medical school administrators, faculty, and students had to undergo rapid change to mitigate the disease spread, putting all parties in dubious situations. Medical school administrators had to make swift and judicious decisions that would best serve the student body and the diverse patient population at clinical sites. Medical schools with students practicing in rural, remote regions with a dearth of healthcare resources have even more complicated decisions to make in these unprecedented times. We provide an overview of rapid decision-making processes that can be used by curriculum leaders and medical school administrators to continue to meet accreditation requirements while attempting to keep medical students safe and prepared for graduation in response to the COVID-19 health crisis.

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