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Revista de la Facultad de Medicina Humana
Print version ISSN 1814-5469On-line version ISSN 2308-0531
Rev. Fac. Med. Hum. vol.20 no.3 Lima Jul-Sep 2020
http://dx.doi.org/10.25176/rfmh.v20i3.2959
Letters
Impact of COVID-19 on the education of medical students in Peru
1Universidad César Vallejo. Trujillo, Perú.
2Sociedad Científica de Estudiantes de Medicina de la Universidad César Vallejo. Trujillo, Perú.
Dear Editor
The pandemic caused by Severe Acute Respiratory Syndrome 2 (SARS-CoV-2) caused by the Coronavirus disease 2019 (COVID-19) is a highly contagious disease that represents an emergency worldwide. On May 22, 2020 we counted 4,993,470 confirmed cases and 327,738 deaths among 188 countries/regions1, at the same time there already existed 111,698 positive cases and 3,244 deaths in Peru already existed2; data that will continue to expand and that places thousands of lives in danger, affecting states, municipalities and public and private institutions. In that regard, stricter measures are being taken with the obligatory quarantine, isolation and social distancing management, which directly affects all activities that involve in person gatherings
This alarming situation is not indifferent to the medical students. It is of interest to evaluate the COVID-19 impact, which has significantly changed and interrupted the traditional educational process with theory and practice classes in medical education, obligating medical schools to take rapid and desperate measures to mitigate its effects at the educational level.
In order to invest its negative effects into theoretical classes, medical schools from different countries have already implemented technological measures with virtual classes throughout different platforms proving good results.3
In Peru they have also shown to be an effective and beneficial solution since the videoconference from one class can be as effective as an in-person conference4. but the habit of having access to a traditional education and the little human contact that characterizes this new educational methodology may cause a decrease in student participation during the class development as well as the little understanding of material that is virtually provided5. On the other hand, today’s students are used to technology, expect adequate effectiveness and integrity, and also expect that their instructors and educative materials integrate seamlessly in their learning6; On the other hand, today’s students are used to technology, expect adequate effectiveness and integrity, and also expect that their instructors and educative materials integrate seamlessly in their learning
Likewise, one of the pillars in the education of medical students is the practice area, achieving a better learning model in a hospital setting, the same which has been drastically affected in Peru. This becomes a difficult challenge for medical schools to overcome since the implementation and development of more complex modules online include simulations, virtual labs or interactive case presentations that require more time and resources7. this already represents a defiance for the pedagogical methodology.
Considering the risk of new COVID-19 outbreaks, the right moment to return to in-person classes must be analyzed carefully. Therefore, we stress the importance that medical schools should strengthen their teaching strategies in pandemic times, as well as take into account the training in biosafety measures and the management of infected patients to guarantee the safety of medical students that will be in direct contact with patients when they return to their clinical practice
REFERENCES
1. Centro nacional de epidemiología, control, prevención y control de enfermedades: Ministerio de salud. Coronavirus (COVID-19) en el Perú [Internet]. Perú: Plataforma digital única del estado peruano; 22 de mayo del 2020 [citado el 22 de mayo del 2020]. Disponible en: https://www.gob.pe/coronavirus [ Links ]
2. Centro nacional de epidemiología, control, prevención y control de enfermedades: Ministerio de salud. Coronavirus (COVID-19) en el Perú [Internet]. Perú: Plataforma digital única del estado peruano; 22 de mayo del 2020 [citado el 22 de mayo del 2020]. Disponible en: https://www.gob.pe/coronavirus [ Links ]
3. Rose S. Medical Student Education in the Time of COVID-19. JAMA Publicado en línea el 31 de marzo del 2020. DOI: https://doi.org/10.1001/jama.2020.5227 [ Links ]
4. Jenkins S, Goel R, Morrell DS. Computer-assisted instruction versus traditional lecture for medical student teaching of dermatology morphology: a randomized control trial. J Am Acad Dermatol. 2008;59(2):255-9. DOI: https://doi.org/10.1016/j.jaad.2008.04.026 [ Links ]
5. Williams C, Aubin S, Harkin P, Cottrell D. A randomized, controlled, single-blind trial of teaching provided by a computer-based multimedia package versus lecture. Med Educ. 2001;35(9):847-54. DOI: https://doi.org/10.1046/j.1365-2923.2001.00960.x [ Links ]
6. Guze PA. Using Technology to Meet the Challenges of Medical Education. Trans Am Clin Climatol Assoc. 2015;126:260-70. Disponible en: https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4530721/ [ Links ]
7. Polly P, Marcus N, Maguire D, Belinson Z, Velan GM. Evaluation of an adaptive virtual laboratory environment using Western Blotting for diagnosis of disease. BMC Med Educ. 2014;14:222. DOI: https://doi.org/10.1186/1472-6920-14-222 [ Links ]
Received: April 30, 2020; Accepted: June 03, 2020