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      A Step-by-Step Guide to Managing the Educational Crisis: Lessons Learned from COVID-19 Pandemic

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          Abstract

          Background:

          Medical education is facing great challenges and uncertainties amidst the COVID-19 pandemic.

          Aims and Objectives:

          This article aims to provide tips that can provide a guide for medical education leaders to coordinate crisis management referring to the Egyptian context.

          Materials and Methods:

          This work was done using a reflection on the COVID-19 response by Egyptian universities and analysis of such responses.

          Results:

          Medical Education Institutions are required to build a taskforce team for crisis management. These should be committed to supporting sudden online education transition, academic support, and the psychological well-being of students, staff members, health care professionals, paramedics, and faculty administration. As the situation evolves, the taskforce has to monitor the challenges and provide appropriate plans, guidance, and solutions. Leaders in medical education have a crucial role in response to the pandemic crisis in securing a successful educational process while ensuring the mental and psychological well-being of the stakeholders.

          Conclusion:

          Crisis management is the skill of the future and more investment needs to be placed in designing crisis response and in enabling universities to accommodate this response.

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          Most cited references8

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          Teaching teamwork in medical education.

          Teamwork has become a major focus in healthcare. In part, this is the result of the Institute of Medicine report entitled To Err Is Human: Building a Safer Health System, which details the high rate of preventable medical errors, many of which are the result of dysfunctional or nonexistent teamwork. It has been proposed that a healthcare system that supports effective teamwork can improve the quality of patient care and reduce workload issues that cause burnout among healthcare professionals. Few clear guidelines exist to help guide the implementation of all these recommendations in healthcare settings. In general, training programs designed to improve team skills are a new concept for medicine, particularly for physicians who are trained largely to be self-sufficient and individually responsible for their actions. Outside of healthcare, research has shown that teams working together in high-risk and high-intensity work environments make fewer mistakes than individuals. This evidence originates from commercial aviation, the military, firefighting, and rapid-response police activities. Commercial aviation, an industry in which mistakes can result in unacceptable loss, has been at the forefront of risk reduction through teamwork training. The importance of teamwork has been recognized by some in the healthcare industry who have begun to develop their own specialty-driven programs. The purpose of this review is to discuss the current literature on teaching about teamwork in undergraduate medical education. We describe the science of teams, analyze the work in team training that has been done in other fields, and assess what work has been done in other fields about the importance of team training (ie, aviation, nonmedical education, and business). Additionally, it is vital to assess what work has already been done in medicine to advance the skills required for effective teamwork. Much of this work has been done in fields in which medical professionals deal with crisis situations (ie, anesthesia, trauma, and labor and delivery). We describe the current programs for teaching medical students these essential skills and what recommendations have been made about the best ways to introduce teaching this skill set into the curriculum. Finally, we include a review on assessing teamwork because one cannot teach team training without implementing an assessment to ensure that the skills are being learned.
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            Emerging Faculty Needs for Enhancing Student Engagement on a Virtual Platform

            This article was migrated. The article was not marked as recommended. As a consequence of the COVID-19 pandemic health professions education, the world is living a major disruptive change and technology is being used abruptly to maintain teaching and learning. Face to face sessions have been replaced by virtual online lectures, the same occurred to small group tutorials, which have been replaced by interactive webinars. It is of paramount importance to acknowledge the role of technology and the presence of various applications and programs which facilitate this paradigm shift from face to face to virtual learning. The main challenges which face medical and other health colleges are the needs to train faculty members to heavily use technology in education and converting their materials to suite various online platforms. In addition, there is a great need to enhance students engagement in online learning to overcome the imposed physical barriers, which is not the case in face to face learning. The aim of this opinion piece is to draw light on the new needs for faculty development associated with digital transformation and the need for enhancing students engagement on a virtual platform.
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              Planning and Incorporating Public Health Preparedness Into the Medical Curriculum

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                Author and article information

                Journal
                J Microsc Ultrastruct
                J Microsc Ultrastruct
                JMAU
                Journal of Microscopy and Ultrastructure
                Wolters Kluwer - Medknow (India )
                2213-879X
                2213-8803
                Oct-Dec 2020
                10 December 2020
                : 8
                : 4
                : 193-197
                Affiliations
                [1]Department of Forensic Medicine and Clinical Toxicology, Faculty of Medicine, Ain Shams University, Egypt
                [1 ]Department of Family Medicine, Faculty of Medicine, Helwan University, Egypt
                [2 ]FAIMER Institute, Philadelphia, Pennsylvania, USA
                [3 ]Wellbeing Systems, Inc., Abington, Pennsylvania, USA
                [4 ]Department of Pathology, Faculty of Medicine, Helwan University, Egypt
                [5 ]Department of Medical Education, Faculty of Medicine, Suez Canal University, Egypt
                [6 ]Department of Family Medicine, College of Medicine and Medical Sciences, Arabian Gulf University, Kingdom of Bahrain, Bahrain
                Author notes
                Address for correspondence: Dr. Hani Salem Mohamed Atwa, Department of Medical Education, Faculty of Medicine, Suez Canal University, Ismailia, Egypt. E-mail: doctorhani2000@ 123456yahoo.com
                Article
                JMAU-8-193
                10.4103/jmau.jmau_79_20
                7883494
                33623746
                b23874b9-dd0f-45f2-a196-568844909a0c
                Copyright: © 2020 Journal of Microscopy and Ultrastructure

                This is an open access journal, and articles are distributed under the terms of the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 License, which allows others to remix, tweak, and build upon the work non-commercially, as long as appropriate credit is given and the new creations are licensed under the identical terms.

                History
                : 26 July 2020
                : 22 August 2020
                : 23 August 2020
                Categories
                Original Article

                academic leadership,change management,educational leadership,leadership development,leadership

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