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      Online learning and COVID-19: a meta-synthesis analysis

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          Abstract

          The COVID-19 pandemic demanded a quick shift from presential to e-learning processes. Unlike planned e-learning programs, medical schools have had to quickly deliver the entire medical curriculum using remote strategies. This study aimed to perform a meta-synthesis of previous pandemic situations and describe the experience of the São Paulo University School of Medicine.

          We searched the Cochrane Central Register of Controlled Trials, Medline, EMBASE, Lilacs, Scopus, Web of Science, and ERIC, using the following keywords: (“SARS” OR “severe acute respiratory syndrome” OR “severe acute respiratory syndrome” OR “Middle East Respiratory Syndrome Coronavirus” OR “middle east respiratory syndrome*” OR “MERS-CoV” OR “Mers” OR “Middle Eastern Respiratory Syndrome*” OR “MERS-CoV*” OR “coronavirus” OR “Coronavirus Infections” OR “coronavirus*” OR “COVID-19” OR “2019-nCoV” OR “SARS-CoV-2”) AND (“online education” OR “Education, Distance” OR “e-learning” OR “course online” OR “flipped classroom”) AND (“lockdown” OR “social distance” OR “quarantine”). The endpoints were the online platforms used for online learning, the model of class, recorded versus online interaction, duration of online lectures, and students' and teachers' perceptions of online learning.

          We retrieved 38 records; only seven articles studied online education methods related to the pandemic and social distancing rules. The most frequently used online platform was Zoom ®. The studies examined both synchronous and asynchronous approaches. There was no evidence regarding duration and students’ and teachers' attitude.

          This study suggests that the online learning shift was feasible; however, because of the nature of the education shift (pandemic), future studies must further analyze the educational structure.

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          Medical Student Education in the Time of COVID-19

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            Using Technology to Maintain the Education of Residents During the COVID-19 Pandemic

            Background The COVID-19 pandemic presents a unique challenge to surgical residency programs. Due to the restrictions recommended by the Centers for Disease Control and Prevention and other organizations, the educational landscape for surgical residents is rapidly changing. In addition, the time course of these changes is undefined. Methods We attempt to define the scope of the problem of maintaining surgical resident education while maintaining the safety of residents, educators, and patients. Within the basic framework of limiting in-person gatherings, postponing or canceling elective operations in hospitals, and limiting rotations between sites, we propose innovative solutions to maintain rigorous education. Results We propose several innovative solutions including the flipped classroom model, online practice questions, teleconferencing in place of in-person lectures, involving residents in telemedicine clinics, procedural simulation, and the facilitated use of surgical videos. Although there is no substitute for hands-on learning through operative experience and direct patient care, these may be ways to mitigate the loss of learning exposure during this time. Conclusions These innovative solutions utilizing technology may help to bridge the educational gap for surgical residents during this unprecedented circumstance. The support of national organizations may be beneficial in maintaining rigorous surgical education.
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              Forced Disruption of Anatomy Education in Australia and New Zealand: An Acute Response to the Covid‐19 Pandemic

              Australian and New Zealand universities commenced a new academic year in February/March 2020 largely with “business as usual.” The subsequent Covid‐19 pandemic imposed unexpected disruptions to anatomical educational practice. Rapid change occurred due to government‐imposed physical distancing regulations from March 2020 that increasingly restricted anatomy laboratory teaching practices. Anatomy educators in both these countries were mobilized to adjust their teaching approaches. This study on anatomy education disruption at pandemic onset within Australia and New Zealand adopts a social constructivist lens. The research question was “What are the perceived disruptions and changes made to anatomy education in Australia and New Zealand during the initial period of the Covid‐19 pandemic, as reflected on by anatomy educators?.” Thematic analysis to elucidate “the what and why” of anatomy education was applied to these reflections. About 18 anatomy academics from ten institutions participated in this exercise. The analysis revealed loss of integrated “hands‐on” experiences, and impacts on workload, traditional roles, students, pedagogy, and anatomists' personal educational philosophies. The key opportunities recognized for anatomy education included: enabling synchronous teaching across remote sites, expanding offerings into the remote learning space, and embracing new pedagogies. In managing anatomy education's transition in response to the pandemic, six critical elements were identified: community care, clear communications, clarified expectations, constructive alignment, community of practice, ability to compromise, and adapt and continuity planning. There is no doubt that anatomy education has stepped into a yet unknown future in the island countries of Australia and New Zealand.
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                Author and article information

                Journal
                Clinics (Sao Paulo)
                Clinics (Sao Paulo)
                clin
                Clinics
                Faculdade de Medicina / USP
                1807-5932
                1980-5322
                02 November 2020
                2020
                : 75
                : e2286
                Affiliations
                [I ]Laboratorio de Cirurgia Plastica e Microgirurgia (LIM-04), Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, SP, BR
                [II ]Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, SP, BR
                [III ]Divisao de Cirurgia Plastica, Faculdade de Medicina (FMUSP), Universidade de Sao Paulo, SP, BR
                Author notes
                *Corresponding author. E-mail: consultoriodracristina@ 123456gmail.com
                Author information
                https://orcid.org/0000-0002-3134-0003
                https://orcid.org/0000-0003-4199-055X
                https://orcid.org/0000-0003-0436-1383
                https://orcid.org/0000-0001-9690-9371
                https://orcid.org/0000-0001-9913-6079
                Article
                cln_75p1
                10.6061/clinics/2020/e2286
                7605278
                33174948
                e40d85c6-4fba-442b-b891-97b435ef5e91
                Copyright © 2020 CLINICS

                This is an Open Access article distributed under the terms of the Creative Commons License ( http://creativecommons.org/licenses/by/4.0/) which permits unrestricted use, distribution, and reproduction in any medium or format, provided the original work is properly cited.

                History
                : 20 August 2020
                : 10 September 2020
                Categories
                Review Article

                Medicine
                sars-cov-2,e-learning,lockdown,education,medical
                Medicine
                sars-cov-2, e-learning, lockdown, education, medical

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