Showing papers on "Curriculum published in 2021"

Students' perception and preference for online education in India during COVID -19 pandemic.

Abstract: Educational institutes across the world have closed due to the COVID-19 pandemic jeopardizing the academic calendars. Most educational institutes have shifted to online learning platforms to keep the academic activities going. However, the questions about the preparedness, designing and effectiveness of e-learning is still not clearly understood, particularly for a developing country like India, where the technical constraints like suitability of devices and bandwidth availability poses a serious challenge. In this study, we focus on understanding Agricultural Student's perception and preference towards the online learning through an online survey of 307 students. We also explored the student's preferences for various attributes of online classes, which will be helpful to design effective online learning environment. The results indicated that majority of the respondents (70%) are ready to opt for online classes to manage the curriculum during this pandemic. Majority of the students preferred to use smart phone for online learning. Using content analysis, we found that students prefer recorded classes with quiz at the end of each class to improve the effectiveness of learning. The students opined that flexibility and convenience of online classes makes it attractive option, whereas broadband connectivity issues in rural areas makes it a challenge for students to make use of online learning initiatives. However, in agricultural education system where many courses are practical oriented, shifting completely to online mode may not be possible and need to device a hybrid mode, the insights from this article can be helpful in designing the curriculum for the new normal.

Ethical Leadership and Decision Making in Education: Applying Theoretical Perspectives to Complex Dilemmas

Abstract: Part 1 Practice and Paradigms in the Study of Ethics: Multiple Ethical Paradigms and the Preparation of Educational Leaders in a Diverse and Complex Era Viewing Ethical Dilemmas Through Multiple Paradigms Figure 1 - Diagrammatic Representation of the Ethic of the Profession. Part 2 A Multi-Paradigm Approach to Analyzing Dilemmas Categorized as Paradoxes: Individual Rights/Community Standards Traditional Curriculum/Hidden Curriculum Personal Codes/Professional Codes The American Melting Pot/The Chinese Hot Pot Equality/Equity. Part 3 Teaching as Scholarly Work: To the Instructor - Ethics, Ourselves and Our Pedagogy.

The curriculum studies reader

Abstract: Beginning with the emergence of curriculum as a distinctive field of inquiry, this collection follows the main currents of thought through the turmoil of the curriculum reform era and on to current trends. The writings reflect the diversity and scope of curriculum theory, research and practice, particularly contemporary issues such as multiculturalism, AIDS education and national standards.

A Survey on Curriculum Learning

Abstract: Curriculum learning (CL) is a training strategy that trains a machine learning model from easier data to harder data, which imitates the meaningful learning order in human curricula. As an easy-to-use plug-in, the CL strategy has demonstrated its power in improving the generalization capacity and convergence rate of various models in a wide range of scenarios such as computer vision and natural language processing etc. In this survey article, we comprehensively review CL from various aspects including motivations, definitions, theories, and applications. We discuss works on curriculum learning within a general CL framework, elaborating on how to design a manually predefined curriculum or an automatic curriculum. In particular, we summarize existing CL designs based on the general framework of Difficulty Measurer+Training Scheduler and further categorize the methodologies for automatic CL into four groups, i.e., Self-paced Learning, Transfer Teacher, RL Teacher, and Other Automatic CL. We also analyze principles to select different CL designs that may benefit practical applications. Finally, we present our insights on the relationships connecting CL and other machine learning concepts including transfer learning, meta-learning, continual learning and active learning, etc., then point out challenges in CL as well as potential future research directions deserving further investigations.

Barriers to Online Learning in the Time of COVID-19: A National Survey of Medical Students in the Philippines.

Abstract: In March 2020, the coronavirus disease 2019 (COVID-19) pandemic forced medical schools in the Philippines to stop face-to-face learning activities and abruptly shift to an online curriculum. This study aimed to identify barriers to online learning from the perspective of medical students in a developing country. The authors sent out an electronic survey to medical students in the Philippines from 11 to 24 May 2020. Using a combination of multiple-choice, Likert scale, and open-ended questions, the following data were obtained: demographics, medical school information, access to technological resources, study habits, living conditions, self-assessment of capacity for and perceived barriers to online learning, and proposed interventions. Descriptive statistics were calculated. Responses were compared between student subgroups using nonparametric tests. Among 3670 medical students, 93% owned a smartphone and 83% had a laptop or desktop computer. To access online resources, 79% had a postpaid internet subscription while 19% used prepaid mobile data. Under prevailing conditions, only 1505 students (41%) considered themselves physically and mentally capable of engaging in online learning. Barriers were classified under five categories: technological, individual, domestic, institutional, and community barriers. Medical students in the Philippines confronted several interrelated barriers as they tried to adapt to online learning. Most frequently encountered were difficulty adjusting learning styles, having to perform responsibilities at home, and poor communication between educators and learners. By implementing student-centered interventions, medical schools and educators play a significant role in addressing these challenges during the COVID-19 pandemic and beyond.

In an era of uncertainty: Impact of COVID-19 on dental education.

Abstract: Purpose/objectives The coronavirus disease 2019 (COVID-19) pandemic arguably represents the worst public health crisis of the 21st century. However, no empirical study currently exists in the literature that examines the impact of the COVID-19 pandemic on dental education. This study evaluated the impact of COVID-19 on dental education and dental students' experience. Methods An anonymous online survey was administrated to professional dental students that focused on their experiences related to COVID-19. The survey included questions about student demographics, protocols for school reopening and student perceptions of institutional responses, student concerns, and psychological impacts. Results Among the 145 respondents, 92.4% were pre-doctoral dental students and 7.6% were orthodontic residents; 48.2% were female and 12.6% students lived alone during the school closure due to the pandemic. Students' age ranged from 23 to 39 years. Younger students expressed more concerns about their emotional health (P = 0.01). In terms of the school's overall response to COVID-19, 73.1% students thought it was effective. The majority (83%) of students believed that social distancing in school can minimize the development of COVID-19. In general, students felt that clinical education suffered after transitioning to online but responded more positively about adjustments to other online curricular components. Conclusions The COVID-19 pandemic significantly impacted dental education. Our findings indicate that students are experiencing increased levels of stress and feel their clinical education has suffered. Most students appear comfortable with technology adaptations for didactic curriculum and favor masks, social distancing, and liberal use of sanitizers.

The changes we need: Education post COVID-19

Abstract: The COVID-19 pandemic has caused both unprecendented disruptions and massive changes to education. However, as schools return, these changes may disappear. Moreover, not all of the changes are necessarily the changes we want in education. In this paper, we argue that the pandemic has created a unique opportunity for educational changes that have been proposed before COVID-19 but were never fully realized. We identify three big changes that education should make post COVID: curriculum that is developmental, personalized, and evolving; pedagogy that is student-centered, inquiry-based, authentic, and purposeful; and delivery of instruction that capitalizes on the strengths of both synchronous and asynchronous learning.

Anatomy education of medical and dental students during COVID-19 pandemic: a reality check.

Abstract: During this forced down-time of COVID-19 pandemic, shift to virtual anatomy education is the solitary solution to support the learning of students. The purpose of this study was to understand the visible and invisible potential challenges being faced by the 1st year medical and dental students while attending digital anatomy classes. The present study was conducted on 81st year medical and dental students who were admitted to their respective college in August 2019 and were willing to participate in the study. A multiple choice close-ended questionnaire regarding their opinion on virtual classes was designed and feedback was taken from the students. Majority (65%) of the students agreed that they missed their traditional anatomy learning i.e., dissection courses, face to face lectures and interaction with mentors. The students strongly felt the lack of confidence and difficulty in the topics completed without dissections, models, microscopic slides and other modalities. 83% felt lack of proper gadgets, high-band width and strong internet connections, a potential barrier in their digital learning. Lack of self-motivation was felt by 69% students. The current situation of anatomy education is not intentional, and is not the long term silver bullet solution for a visual subject like anatomy. Though learners face a lot of challenges, however, a shift to online must be supported at this time of health crisis. As the digital learning may go for indefinite period, the feedback of students may be helpful for relevant and timely modifications in digital anatomy education.

Pre-clinical remote undergraduate medical education during the COVID-19 pandemic: a survey study.

Abstract: The Coronavirus Disease 2019 (COVID-19) pandemic has necessitated a sudden transition to remote learning in medical schools. We aimed to assess perceptions of remote learning among pre-clinical medical students and subsequently to identify pros and cons of remote learning, as well as uncover gaps to address in ongoing curricular development. A survey was distributed to first- and second-year medical students at the University of California San Diego School of Medicine in March 2020. Frequencies of responses to structured multiple-choice questions were compared regarding impacts of remote learning on quality of instruction and ability to participate, value of various remote learning resources, living environment, and preparedness for subsequent stages of training. Responses to open-ended questions about strengths and weaknesses of the remote curriculum and overall reflections were coded for thematic content. Of 268 students enrolled, 104 responded (53.7% of first-year students and 23.9% of second-year students). Overall, students felt that remote learning had negatively affected the quality of instruction and their ability to participate. Most (64.1%) preferred the flexibility of learning material at their own pace. Only 25.5% of respondents still felt connected to the medical school or classmates, and feelings of anxiety and isolation were noted negatives of remote learning. Most second-year students (56.7%) felt their preparation for the United States Medical Licensing Examination Step 1 exam was negatively affected, and 43.3% felt unprepared to begin clerkships. In narrative responses, most students appreciated the increased flexibility of remote learning, but they also identified several deficits that still need to be addressed, including digital fatigue, decreased ability to participate, and lack of clinical skills, laboratory, and hands-on learning. Videocasted lectures uploaded in advance, electronic health record and telehealth training for students, and training for teaching faculty to increase technological fluency may be considered to optimize remote learning curricula.

Social Media and Medical Education in the Context of the COVID-19 Pandemic: Scoping Review.

Abstract: Background: The COVID-19 pandemic has brought virtual web-based learning to the forefront of medical education as training programs adapt to physical distancing challenges while maintaining the rigorous standards of medical training. Social media has unique and partially untapped potential to supplement formal medical education. Objective: The aim of this review is to provide a summary of the incentives, applications, challenges, and pitfalls of social media–based medical education for both trainees and educators. Methods: We performed a literature review via PubMed of medical research involving social media platforms, including Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts. Papers were reviewed for inclusion based on the integrity and power of the study. Results: The unique characteristics of social media platforms such as Facebook, Twitter, Instagram, YouTube, WhatsApp, and podcasts endow them with unique communication capabilities that serve different educational purposes in both formal and informal education settings. However, contemporary medical education curricula lack widespread guidance on meaningful use, application, and deployment of social media in medical education. Conclusions: Clinicians and institutions must evolve to embrace the use of social media platforms for medical education. Health care professionals can approach social media engagement in the same ethical manner that they would with patients in person; however, health care institutions ultimately must enable their health care professionals to achieve this by enacting realistic social media policies. Institutions should appoint clinicians with strong social media experience to leadership roles to spearhead these generational and cultural changes. Further studies are needed to better understand how health care professionals can most effectively use social media platforms as educational tools. Ultimately, social media is here to stay, influencing lay public knowledge and trainee knowledge. Clinicians and institutions must embrace this complementary modality of trainee education and champion social media as a novel distribution platform that can also help propagate truth in a time of misinformation, such as the COVID-19 pandemic.

Emerging challenges in AI and the need for AI ethics education

Abstract: Artificial Intelligence (AI) is reshaping the world in profound ways; some of its impacts are certainly beneficial but widespread and lasting harms can result from the technology as well. The integration of AI into various aspects of human life is underway, and the complex ethical concerns emerging from the design, deployment, and use of the technology serves as a reminder that it is time to revisit what future developers and designers, along with professionals, are learning when it comes to AI. It is of paramount importance to train future members of the AI community, and other stakeholders as well, to reflect on the ways in which AI might impact people’s lives and to embrace their responsibilities to enhance its benefits while mitigating its potential harms. This could occur in part through the fuller and more systematic inclusion of AI ethics into the curriculum. In this paper, we briefly describe different approaches to AI ethics and offer a set of recommendations related to AI ethics pedagogy.

Perception towards online/blended learning at the time of Covid-19 pandemic: an academic analytics in the Indian context

Abstract: Purpose During any crisis situation like a pandemic, war or natural disaster, online/blended learning could meet the academic needs of the learners in a bigger way. The use of information and communication technology (ICT)-based technologies has converted the entire teaching pedagogy to a learner centred pedagogy, following which the skills of using technology are to be seen as the most essential qualifications on the part of both the teachers/educators and learners. Therefore, the purpose of this paper is to understand the perceptions of the teachers and learners regarding the use of online/blended learning modes in teaching learning transactions. Another purpose of the paper being to find out the prospects and challenges of providing online/blended learning in a country like India, particularly during and in post-Covid-19 situations. Design/methodology/approach The academic analytics approach was used for the study. A structured questionnaire was designed in Google Forms covering the perceptions of the teachers and learners in different Indian universities and colleges regarding online/blended services and analysis was done using Google Analytics. Further, analysis of the data received had been done by using simple statistical tool like percentage. Findings Blended learning could be the solution for providing education in the context of the 21st century India. However, unlike in case of the conventional education, open education has widened the scope of learning adhering to the motto – “Bring your own device” to learn. The extensive use of open educational resources, massive open online courses, social media and meeting apps during the Covid-19 lockdown, has opened up the minds of the knowledge-hungry people, further enabling them to receive the necessary educational inputs, training and skills even during the current pandemic situation. This is going to have a big impact in the ways of educational transactions in the days to come. Research limitations/implications The discussions in the paper are limited to a study of representative states of India, and it is a general study only. The sample size was limited to only 120 as the response rate was significantly low compared to the number of addressees to whom the questionnaire was sent. Practical implications This study will help in understanding the present state of online/blended learning in a country like India. The use of online learning was no doubt intensified by the sudden outbreak of the Covid-19 Pandemic. However, the study will also help in preparing a roadmap, at the policy level, regarding the beneficial use of online/blended teaching learning models both by the teachers and learners during any future crisis-like situations in a country like India. Social implications Through this paper, a new social constructivism has been visualised to know the acceptability of online/blended learning opportunities on the part of the teachers and learners across India. If that social constructivism can actually be realised through the benefits of online learning, India might emerge as one of the important leaders of education in the coming days. To that extent, the Covid-19 pandemic can be seen as a blessing in disguise. Originality/value It is important to examine the perceptions of both teachers and learners on the use of online learning in their regular curriculum transactions most particularly when the whole world is facing the brunt of the Covid-19 pandemic, which has adversely affected millions of learners across the world. The paper is original because it explores the current state of online/blended learning in a developing country like India to provide a practical and realistic vision of a new way of learning in the post-Covid-19 situations.

Remote E-exams during Covid-19 pandemic: A cross-sectional study of students’ preferences and academic dishonesty in faculties of medical sciences

Abstract: Background Since the emergence of coronavirus disease 2019 (Covid-19), distance education has been extensively implemented in all educational institutes and remote electronic exams (E-exams) have been adopted as a primary mode of assessment. Objectives This cross-sectional study aimed to evaluate the experience of students at faculties of Medicine, Dentistry, Pharmacy, Nursing and Applied Medical Sciences at Jordan University of Science and Technology regarding remote E-exams preferences and academic dishonesty during the pandemic. Materials and methods The survey composed of 16 questions, prepared using Google forms and distributed through students' E-learning platforms. The survey explored factors affecting students' preference for remote E-exams, methods for course assessment/evaluation, factors related to students’ exam dishonesty/misconduct during remote E-exams and measures that can be considered to reduce this behavior. Data were analyzed using descriptive, cross tabulation and Chi-square tests. Results Among 730 students, approximately only one third preferred remote E-exams. This was significantly (P Conclusion Results suggested less preference of remote E-exams among students at medical faculties. Findings from this study are highly valuable to plan for academic strategies to overcome difficulties and challenges of remote E-exams. These might include improvement for the distance teaching methodologies, rearrangement of assessment options, modification of the academic curriculum to fit the current situation, and adopting certain measures to prevent exam dishonesty and maintain academic integrity.

A nationwide survey of online teaching strategies in dental education in China

Abstract: Objectives Due to the time and cost effectiveness, online teaching has played a significant role in the provision of education and has been a well-accepted strategy for higher education in the world. The aim of this study was to survey the current online undergraduate education status in dental medicine in mainland China during the critical stage of the COVID-19 outbreak, as well to provide a better understanding of practicing this learning strategy for the improvement and development of dental education. Methods For the cross-sectional survey, recruitment emails regarding to the implementation of online education were sent to 42 dental colleges and universities in mainland China between March and April 2020. Results Ninety-seven percent of the respondents have opened online courses during COVID-19 pandemic in China, 74% of which chose live broadcast as the major teaching way. As compared with theoretical courses, fewer specialized practical curriculums were set up online with a lower satisfaction from students in most dental schools. For the general evaluation of online learning from students of different dental schools, the "online learning content" received the highest support, while the "interaction between teachers and students" showed the lowest satisfaction. Most schools reported that the difficulty in assurance of students' learning motivation was the main problem in online education. Conclusions Our findings indicate the necessity and efficacy of the overall online teaching for dental education during the epidemic that can be further improved with the education model and pedagogical means to boost the informationization of dental education for future reference.

Assessment of cognitive, behavioral, and affective learning outcomes in massive open online courses: A systematic literature review

Abstract: This systematic review on massive open online courses (MOOCs) in higher education examined the research on the assessment of learning outcomes based on 65 peer-reviewed articles published between 2017 and 2019. This study aims to investigate the learning outcomes, related instruments, and assessment characteristics of these instruments in MOOCs. Learning outcomes that were examined in the studies that were reviewed concerned cognitive, behavioral, and affective learning outcomes. Twenty-five types of assessment approaches were employed to examine these outcomes and to identify the assessment characteristics. The results indicate that a consideration of the assessment of learning outcomes at the beginning of course design could support the formulation of explicit assessment goals and, in this way, instruct learners to work toward learning outcomes. A combination of knowledge tests and skill tasks can be used to examine cognitive outcomes in a particular MOOC. Outcome-oriented feedback rubrics are beneficial to support learner essay performance and interpretations of the utilization of rubrics could better guide providers to give peer feedback. A variety of behavioral and affective outcomes reflect multiple aspects of participant learning in MOOCs, which might contribute to better understanding by teachers and the provision of learning support. Furthermore, assessment tasks throughout the course may differ in difficulty and complexity, which could align with different levels of learner motivation. The findings provide a holistic picture of learning outcomes and related assessment instruments in current MOOCs. Curriculum designers and teachers could benefit from this study to consider appropriate learning outcome variables and instruments to apply in their MOOC practices. Future research might investigate the motivation of learners to participate in a MOOC and how this changes during a MOOC. This could help MOOC designers and teachers to align how learners are motivated, what they want to learn, and what they actually do learn.

Professional Counseling Excellence through Leadership and Advocacy

Abstract: Introduction. Part I: Foundations of Leadership in Counseling. Sweeney, Leadership: The Counseling Profession. Lewis, Foundations of Leaderships: Theory, Philosophy, and Research. Myers, Professional Leadership, Leading Well: Characteristics, Principles, and Ethics of an Effective Counseling Leader. Myers, Chang, Dixon, Barrio Minton, Sweeney, On Becoming a Leader: A Journey. Part II: Foundations of Advocacy in Counseling. Sweeney, Myers, Professional Advocacy: Being Allowed to do Good. Chang, Professional Advocacy: A Professional Responsibility. Lee, Social Justice as the Fifth Force in Counseling. Kress, Paylo, Theoretical Foundations of Client Advocacy. Brubaker, Goodman, Client Advocacy: In Action. Part III: Leadership and Advocacy Roles in Counseling. Cashwell, Barrio Minton, Counselor Education: Curriculum, Administration, and Mentoring. Glosoff, Durham, Whittaker, Supervision: Clinical and Administrative. Dixon, Dew, Counseling Practice: Schools, Agencies, and Community. Hays, Wood, Smith, Research: Best Practices, Accountability, and Advancing Knowledge. Part IV: Future Directions for Counseling Leadership and Advocacy. Barrio Minton, Wachter Morris, Leadership Training: Entry Level and Doctoral Curriculum. Hill, Harrawood, Vereen, Doughty Horn, Advocacy Training: Curriculum for Professional and Client Advocacy. Loesch, Future Needs: Accountability. Appendices. Web Resources. Chi Sigma Iota Principles and Practice of Leadership Excellence. Counselors Advocacy Leadership Conferences I & II. ACA Advocacy Competencies. CACREP Standards and Corresponding Chapters. Sample Rubrics.

Preparing Teachers for Deeper Learning

Abstract: The best employers the world over will be looking for the most competent, most creative, and most innovative people on the face of the earth and will be willing to pay them top dollar for their services. . . . Beyond [strong skills in English, mathematics, technology, and science], candidates will have to be comfortable with ideas and abstractions, good at both analysis and synthesis, creative and innovative, self-disciplined and well organized, able to learn very quickly and work well as a member of a team and have the flexibility to adapt quickly to frequent changes in the labor market as the shifts in the economy become ever faster and more dramatic.

Integrating spherical video-based virtual reality into elementary school students’ scientific inquiry instruction: effects on their problem-solving performance

Abstract: Developing the problem-solving abilities of elementary school students has been recognized as an important educational objective. Science curricula, because of their practical and experimen...

Augmented reality in medical education: students' experiences and learning outcomes.

Abstract: Augmented reality (AR) is a relatively new technology that allows for digitally generated three-dimensional representations to be integrated with real environmental stimuli. AR can make use of smart phones, tablets, or other devices to achieve a highly stimulating learning environment and hands-on immersive experience. The use of AR in industry is becoming widespread with applications being developed for use not just for entertainment and gaming but also healthcare, retail and marketing, education, military, travel and tourism, automotive industry, manufacturing, architecture, and engineering. Due to the distinct learning advantages that AR offers, such as remote learning and interactive simulations, AR-based teaching programs are also increasingly being adopted within medical schools across the world. These advantages are further highlighted by the current COVID-19 pandemic, which has caused an even greater shift towards online learning. In this review, we investigate the use of AR in medical training/education and its effect on students' experiences and learning outcomes. This includes the main goals of AR-based learning, such as to simplify the delivery and enhance the comprehension of complex information. We also describe how AR can enhance the experiences of medical students, by improving knowledge and understanding, practical skills and social skills. These concepts are discussed within the context of specific AR medical training programs, such as HoloHuman, OculAR SIM, and HoloPatient. Finally, we discuss the challenges of AR in learning and teaching and propose future directions for the use of this technology in medical education.

Rapid transition to distance learning due to COVID-19: Perceptions of postgraduate dental learners and instructors.

Abstract: The outbreak of Coronavirus disease 2019(COVID-19) necessitated an abrupt transition from on campus, face-to-face sessions to online, distance learning in higher education institutions The purpose of this study was to investigate the perceptions of postgraduate dental learners and instructors about the transition to distance learning, including the changes to the learning and teaching and its efficaciousness A convergent mixed methods approach to research was utilized All the instructors and postgraduate learners in a dental college were invited to participate in an online survey Quantitative data was analyzed using descriptive and inferential analyses on SPSS for Windows version 250, and for the responses to the open-ended questions, multi-staged thematic analysis was utilized Both groups of stakeholders: learners and instructors, were satisfied with the rapid transition to distance learning due to COVID-19 Instructors were significantly more satisfied than the learners The stakeholders adapted well to the change The perception of the stakeholders regarding the case-based scenarios significantly influenced their level of satisfaction As perceived by the stakeholders, the transition to distance learning entailed advantages and challenges Going through the experience enabled the stakeholders to develop informed opinions of how best to sustain learning and teaching irrespective of how matters unfold in relation to the pandemic In conclusion, the worldwide dental education community faced unprecedented challenges due to the onset of COVID-19 From a macro perspective, decision-makers must not miss out on the valuable opportunities, inherent in the experience, to reinforce curriculums, and maximize learning and teaching

Integration of Telehealth Education into the Health Care Provider Curriculum: A Review.

Abstract: Introduction: Telehealth is a rapidly expanding health care delivery modality with increasing utility in the health care community. It is imperative that telehealth education is provided during the training of health care providers to ensure the proper usage and application of this health care delivery system. A comprehensive literature review of telehealth education integrated into the curricula of physician, physician assistant, and advanced practiced registered nurse training programs has not been reported to date. Materials and Methods: An electronic literature search was performed using Scopus®, PubMed, and 17 of the 35 databases on the EBSCOHost platform. We included studies where telehealth concepts and components were integrated in the curriculum for primary care students. We extracted information pertinent to understanding the scope and sustainability of the curriculum and tabulated the results. Results: After a full-text screening of 164 articles and critically analyzing 34, eight articles were included in this review. Comparison of these articles showed no consistency in how telehealth was integrated into the various health care curricula. Content delivered usually included basic telehealth information, however, the depth and breadth of content varied significantly based on the interventions. Discussion: For the articles included in this review, there were no formal study designs regarding basic telehealth educational integration or competencies. While authors recommended conducting evaluation and determining the effectiveness of the interventions, they did not provide a clear picture as to how these efforts should be conducted. Conclusions: In addition to developing a standardized telehealth curriculum, national competencies need to be created, which will guide the development of standardized curriculum across health care training programs.

Changing Medical Education, Overnight: The Curricular Response to COVID-19 of Nine Medical Schools.

Abstract: Issue: Calls to change medical education have been frequent, persistent, and generally limited to alterations in content or structural re-organization. Self-imposed barriers have prevented adoption of more radical pedagogical approaches, so recent predictions of the 'inevitability' of medical education transitioning to online delivery seemed unlikely. Then in March 2020 the COVID-19 pandemic forced medical schools to overcome established barriers overnight and make the most rapid curricular shift in medical education's history. We share the collated reports of nine medical schools and postulate how recent responses may influence future medical education. Evidence: While extraneous pandemic-related factors make it impossible to scientifically distinguish the impact of the curricular changes, some themes emerged. The rapid transition to online delivery was made possible by all schools having learning management systems and key electronic resources already blended into their curricula; we were closer to online delivery than anticipated. Student engagement with online delivery varied with different pedagogies used and the importance of social learning and interaction along with autonomy in learning were apparent. These are factors known to enhance online learning, and the student-centered modalities (e.g. problem-based learning) that included them appeared to be more engaging. Assumptions that the new online environment would be easily adopted and embraced by 'technophilic' students did not always hold true. Achieving true distance medical education will take longer than this 'overnight' response, but adhering to best practices for online education may open a new realm of possibilities. Implications: While this experience did not confirm that online medical education is really 'inevitable,' it revealed that it is possible. Thoughtfully blending more online components into a medical curriculum will allow us to take advantage of this environment's strengths such as efficiency and the ability to support asynchronous and autonomous learning that engage and foster intrinsic learning in our students. While maintaining aspects of social interaction, online learning could enhance pre-clinical medical education by allowing integration and collaboration among classes of medical students, other health professionals, and even between medical schools. What remains to be seen is whether COVID-19 provided the experience, vision and courage for medical education to change, or whether the old barriers will rise again when the pandemic is over.