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REVIEW ARTICLE
Year : 2020  |  Volume : 6  |  Issue : 3  |  Page : 179-188

Impacts and challenges to education in academic international medicine during a global pandemic


1 Section of Emergency Medicine, Louisiana State University, New Orleans, LA, USA
2 Department of Emergency Medicine, SUNY Downstate Medical Center, Kings County Hospital Medical Center, Brooklyn, New York, NY, USA
3 Department of Surgery, St. Luke's University, Allentown; Department of Surgery, Lewis Katz School of Medicine, Temple University, Philadelphia, PA, USA
4 Emergency Medicine, St. Luke's University Health Network, Bethlehem, USA
5 Department of Emergency Medicine, Oak Hill Hospital EM Residency Program, Brooksville, FL, USA
6 Department of Emergency Medicine, Weill Cornell Medicine and Columbia University Vagelose College of Physicians and Surgeons, New York, NY, USA
7 Elitra Health, New York, NY, USA
8 Surgery, St. Luke's University Health Network, Bethlehem, USA
9 Department of Emergency Medicine, University of South Florida Morsani College of Medicine, Brooksville, FL, USA

Correspondence Address:
Dr. Rebecca Jeanmonod
Department of Emergency Medicine, St. Luke's University Health Network, Bethlehem, PA
USA
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/IJAM.IJAM_108_20

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The novel coronavirus (COVID-19) pandemic of 2020 has had profound impacts on medical education, both domestic and abroad. In this consensus paper from the American College of Academic International Medicine, we systematically discuss the impact of the pandemic both immediately and long term on international medical education, bedside teaching, procedural teaching, didactics and curriculum, accreditation, and mental health of medical teachers and learners. We discuss some strategies that have been implemented to mitigate the negative impact of the pandemic while providing reasons for hope in the future. The following core competencies are addressed in this article: Practice-based learning, Patient care, Interpersonal and communication skills, Systems-based practice


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