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reply to peer post below by furthering discussion. Must use at least two peer reviewed references no older than 5 years old.
Since the past couple of years, graduate medical education has undergone significant transformation as a result of the pandemic of COVID-19. Education programs are being forced to reconsider rigorous in-person training, evaluation, and assessment methods that were once used to create sophisticated curricula. Brand-new delivery strategy. Numerous programs have been disrupted by this abrupt paradigm shift, and many teaching members, staff members, and students in its wake. In the past 15 months, COVID-19 safety in all types of training, protocols required rigorous adherence to reduced or no in-person contact. This includes the distribution of instruction on the finer points of medical practice. Training students used hands-on role-playing, pair and share, and objective structured clinical tests, to mention a few, in the past to assess the heart, lungs, abdomen, etc. The learning modalities are based on in-person and tactile interactions. Then, how did medical education develop? How can we solve this puzzle? How did education and training transition to a contactless format? What do the studies reveal? In order to address this challenge, medical education was compelled to adopt what it had resisted embracing during the previous ten years technologies used in education. even though medical education has utilized educational technologies for quite some time. Historically lagging in the adoption of fresh, cutting-edge, and contemporary teaching approaches delivery using asynchronous, digital, mobile, and remote modes (Torda, 2020). The outbreak necessary education faculty have been resisting instructional methods, formats, and online platforms for many years for a variety of reasons, but the pandemic forced them to adapt swiftly. The chances to supervise students as they completed written tests were also gone. Artificial intelligence software with internet and web interfaces made it possible to proctor exams. For medical education, it has been a completely new world, which has led to higher levels of worry and fatigue for everyone involved. We are starting to witness the results of the previous 18 months as this pandemic starts to improve as a result of global vaccine efforts. In addition to adopting innovative teaching methods for graduate medical students, several education programs have also kept those methods current into the future (Torda, 2020).
Torda, A. (2020). How COVID‐19 has pushed us into a medical education revolution. Internal Medicine Journal, 50(9), 1150-1153.