• Curr Pain Headache Rep · Nov 2022

    Review

    Headache Education Adaptation During the COVID-19 Pandemic: Impact on Undergraduate and Graduate Medical Education.

    • Melissa L Rayhill, Noah Rosen, and Matthew S Robbins.
    • Department of Neurology, University at Buffalo Jacobs School of Medicine, The State University of New York, 1010 Main Street, 2nd floor, Buffalo, Buffalo, NY, 14202, USA. mrayhill@buffalo.edu.
    • Curr Pain Headache Rep. 2022 Nov 1; 26 (11): 827-833.

    Purpose Of ReviewOur goal was to describe the changes to headache and neurological education that occurred as a result of the COVID-19 pandemic, and the impact this had on medical learners. We also discuss subsequent implications for the future of education in the field of headache medicine.Recent FindingsBoth educators and learners faced many challenges during the pandemic. These include the following: cancellation of in-person educational meetings, limited in-person networking and wellness events, disengagement from virtual didactic curricula, limitations in procedure-based learning, redeployment to inpatient settings with a decrease in outpatient exposures, and blurred boundaries between home and work life due to more virtual collaboration and home computer use. The development of telehealth programs and trainee wellness initiatives, improved collaboration opportunities among geographically distant institutions, and greater access to conferences for learners are among the many improvements forged by these challenging times in medical education. Given the high prevalence of headache disorders and the paucity of headache specialists, training new clinicians with competency in headache medicine is essential. There were many educational challenges and opportunities identified in the literature that resulted from the pressures of the pandemic. Educators need to develop assessments that capture any gaps in learning that may have occurred during this tumultuous time and be vigilant of remediation needs in our learners over the coming years. It is imperative to intentionally design curricula for the future by harnessing new pedagogical tools, innovations, and perspectives gleaned from our experience with the COVID-19 pandemic.© 2022. The Author(s), under exclusive licence to Springer Science+Business Media, LLC, part of Springer Nature.

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