The Revolution of Education Accelerated as a Consequence of the Pandemic

Background

The education received during medical training in the past was very different from the one we know these days. There have been changes in teaching delivery, instructional technology, professionalism of teachers, student’s role in the teaching-learning process, and curriculum content and length (Timperly H et al., 2007). Furthermore, historical and practical reasons determined the training length. Formal medical education began during the Middle Age in Northern Italy (Custers, 2018), and guilds guided the learners. Initially, there were two types of medical practitioners: academic doctors and practically trained surgeons. The former were trained exclusively theoretically and on a few skills for drug preparation. Generally, the learner’s competency was assumed after completing a specific number of interventions during a flexible time range, rather than assessed.

Until the 19th century, people became concerned about the lack of performance requirements and learning objectives around medical education (ten Cate, 2014). As a result, the structure of a degree in medicine started being constructed. While shallow initially, physicians’ competence and performance levels started to be a concern for the government. Therefore they established the approval of a practical examination to grant a license to practice medicine (Custers, 2018).

The Flexner Report in 1910 became a landmark for undergraduate medical education as it promoted a science-based form of academic education (Stahnisch and Verhoef, 2012). On postgraduate education, Osler established a structured postgraduate residency with a pyramidal structure: many students, few residents, and one chief resident (Custers, 2018). Nevertheless, until the 80s, when the Accreditation Council for Graduate Medical Education (ACGME) was established, the length and content of the different programs in postgraduate education in the U.S were regulated.

In addition, the World Federation for Medical Education, a non-governmental association established in 1972, sought to promote high-quality education. It publishes best practice global standards for quality improvement in undergraduate medical education, endorsed by recognized associations and organizations worldwide (WFME, 2020). Medical regulation, using these standards, provide the educational institutions with a framework for accreditation, self-analysis, and feedback for program improvement. In addition, it constitutes evidence for all stakeholders, students, faculty, community, government, health service providers, and foreign institutions that standards of competence are being met (Karle, 2006).