• Andrew K Hall, Markku T Nousiainen, Paolo Campisi, DagnoneJ DamonJD0000-0001-6963-7948Department of Emergency Medicine, Queen's University, Kingston, Canada., Jason R Frank, Karen I Kroeker, Stacey Brzezina, Eve Purdy, and Anna Oswald.
• Department of Emergency Medicine, Queen's University, Kingston, Canada.
• Med Teach. 2020 Jul 1; 42 (7): 756-761.

AbstractThe COVID-19 pandemic has disrupted healthcare systems around the world, impacting how we deliver medical education. The normal day-to-day routines have been altered for a number of reasons, including changes to scheduled training rotations, physical distancing requirements, trainee redeployment, and heightened level of concern. Medical educators will likely need to adapt their programs to maximize learning, maintain effective care delivery, and ensure competent graduates. Along with a continued focus on learner/faculty wellness, medical educators will have to optimize existing training experiences, adapt those that are no longer viable, employ new technologies, and be flexible when assessing competencies. These practical tips offer guidance on how to adapt medical education programs within the constraints of the pandemic landscape, stressing the need for communication, innovation, collaboration, flexibility, and planning within the era of competency-based medical education.

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