• Michail Papapanou, Eleni Routsi, Konstantinos Tsamakis, Lampros Fotis, Georgios Marinos, Irene Lidoriki, Marianna Karamanou, Theodore G Papaioannou, Dimitrios Tsiptsios, Nikolaos Smyrnis, Emmanouil Rizos, and Dimitrios Schizas.
• First Department of Surgery, Laikon General Hospital, National and Kapodistrian University of Athens, Athens, Greece.
• Postgrad Med J. 2022 May 1; 98 (1159): 321-327.

AbstractCOVID-19 pandemic has undoubtedly disrupted the well-established, traditional structure of medical education. Τhe new limitations of physical presence have accelerated the development of an online learning environment, comprising both of asynchronous and synchronous distance education, and the introduction of novel ways of student assessment. At the same time, this prolonged crisis had serious implications on the lives of medical students including their psychological well-being and the impact on their academic trajectories. The new reality has, on many occasions, triggered the 'acting up' of medical students as frontline healthcare staff, which has been perceived by many of them as a positive learning and contributing experience, and has led to a variety of responses from the educational institutions. All things considered, the urgency for rapid and novel adaptations to the new circumstances has functioned as a springboard for remarkable innovations in medical education,including the promotion of a more "evidence-based" approach.© Author(s) (or their employer(s)) 2022. No commercial re-use. See rights and permissions. Published by BMJ.

11 keywords...

hide…