Development Of A Remote Learning-Educational Model

The COVID-19 pandemic has pressured post-graduate medical education programs to shift from traditional in-person teaching to remote teaching and learning. 

Remote learning in medical education has been described in the literature mostly in the context of local in-country teaching. 

International remote medical education poses unique challenges for educators, especially in low-middle income countries (LMICs) who need continued Emergency Medicine (EM) specialty development. There are many types of clinical education course that you can choose for your career.

Methods

Our curriculum was developed by adapting remote learning techniques used in post-graduate medical education, conducting literature searches on remote learning modalities, and through collaboration with local faculty. We assessed resident satisfaction in our curriculum with feedback surveys and group discussions.

Results

The remote educational curriculum had overall high trainee satisfaction ratings for weekly Livestream video lectures and throughout our monthly educational modules (median ratings 9-10 out of a 10-point Likert scale). Qualitative feedback regarding specific lecture topics and educational modules was also received.

Conclusions

International remote education in LMICs poses a unique set of challenges to medical educators. Residents in our study reported high satisfaction with the curriculum, but there is a lack of clarity regarding how a remote curriculum may impact academic and clinical performance. 

Future studies are needed to further evaluate the efficacy and academic and clinical implications of remote medical education in LMICs.