LETTER TO EDITOR
Year : 2021 | Volume
: 35 | Issue : 2 | Page : 86-
COVID-19, tele-education, and medical students
Rujittika Mungmunpuntipatip1, Viroj Wiwanitkit2,
1 Private Academic Consultant, Bangkok, Thailand
2 Department of Community Medicine, Dr. DY Patil University, Pune, Maharashtra, India
Private Academic Consultant, Bangkok
|How to cite this article:|
Mungmunpuntipatip R, Wiwanitkit V. COVID-19, tele-education, and medical students.J Med Soc 2021;35:86-86
|How to cite this URL:|
Mungmunpuntipatip R, Wiwanitkit V. COVID-19, tele-education, and medical students. J Med Soc [serial online] 2021 [cited 2022 Sep 30 ];35:86-86
Available from: https://www.jmedsoc.org/text.asp?2021/35/2/86/331343
It is no doubt that there is a need to change from classical medical education and practice during the COVID-19 pandemic. A telecommunication becomes a new concept during the present COVID-19 pandemic. Tele-education becomes new useful tool for medical education., It is currently used in many areas worldwide. In general, medical student is a main risk group for getting COVID-19 during the pandemic. Due to a lack of clinical experience, the medical students might expose and cannot completely protect themselves. There are already many reports on infections among medical students.
In fact, unnecessary session can be manipulated through tele-education. In some settings, poor student might have difficulty in online access, but the education scholarship system might well manage the problem. The poverty is not the main problem for medical education through telecommunication. However, the important issue might the communication skill of teaching staff and students on new tele-education tool. Many new tools such as Zoom are widely used and some participants might not familiar with it. The quality of signal during the high demand period for education in crisis is another important issue for the management.
Since we can expect a long future time for living with pandemic, we should prepare well for a telemedical education system. An online simulation session for clinical skill training should also be done. Franklin et al. noted that “Students would have preferred more “real” cases to follow, instead of the ready-made, aquifer type of cases.” A real clinical case teaches an actual challenge. A good medical education plan for real demonstrating clinical case is needed. It should cover multiple considerations including the aspects on privacy of clinical case studies.
Financial support and sponsorship
Conflicts of interest
There are no conflicts of interest.
|1||Hajizadeh A, Monaghesh E. Telehealth services support community during the COVID-19 outbreak in Iran: Activities of Ministry of Health and Medical Education. Inform Med Unlocked 2021;24:100567.|
|2||Franklin G, Martin C, Ruszaj M, Matin M, Kataria A, Hu J, et al. How the COVID-19 pandemic impacted medical education during the last year of medical school: A class survey. Life (Basel) 2021;11:294.|