This article was originally published here
Med Educ online. 2022 Dec;27(1):2040192. doi: 10.1080/10872981.2022.2040192.
The COVID-19 pandemic has disrupted medical education around the world. Universities have been forced to adapt quickly to the changing situation and develop methods of delivering programs and assessments online. The purpose of this scoping review was to assess the impact of COVID-19 on medical education and to investigate how this effect varies across different income countries. The methodology adhered to the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) extension for scoping reviews. Key terms were searched in six electronic databases. Inclusion criteria included studies describing the effect of COVID-19 on undergraduate medical education in academic and clinical settings, studies published after December 1, 2019, and studies published in English. A modified data mapping tool from the Johanna Briggs Institute was used to extract data regarding study characteristics and outcomes. The initial search returned 298 articles. After removing duplicates and selecting articles, 33 studies were included. The literature has indicated that the pandemic has had a negative effect on the education of medical students globally, in both high-income (HIP) and low- and middle-income (LMIC) countries. A range of factors have impacted students and educators, including new curriculum and assessment design, reduced patient contact, use of new technologies, and lack of infrastructure. However, LMICs have encountered more difficult obstacles such as lack of access to information technology infrastructure and support from national governments. COVID-19 has hampered medical education around the world. Future research is needed to remove barriers to providing medical education during a pandemic. LMICs need special support as they have fewer resources and face greater challenges in this area.