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Year : 2021  |  Volume : 7  |  Issue : 1  |  Page : 1

COVID carnage of medical education and training: Time to emaculate

Department of Gynecologic Oncology, Editor-in-Chief, Journal of Indira Gandhi Institute of Medical Sciences, Patna, Bihar, India

Date of Web Publication12-Feb-2021

Correspondence Address:
Sangeeta Pankaj
Academic Section, Second Floor, Journal of Indira Gandhi Institute of Medical Sciences, Sheikhpura, Patna, Bihar
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Source of Support: None, Conflict of Interest: None

DOI: 10.4103/2394-9031.318924

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How to cite this article:
Pankaj S. COVID carnage of medical education and training: Time to emaculate. J Indira Gandhi Inst Med Sci 2021;7:1

How to cite this URL:
Pankaj S. COVID carnage of medical education and training: Time to emaculate. J Indira Gandhi Inst Med Sci [serial online] 2021 [cited 2022 Oct 7];7:1. Available from: http://www.jigims.co.in/text.asp?2021/7/1/1/318924

COVID pandemic is one of the worst-ever crises that humankind has ever been hit with since its existence. Reducing the rambunctiousness of coronavirus to docility is an ever promulgating challenge owing to its promiscuous camouflage to deceptive strains. The advancements of medical science were yet to tackle the South African strain in Maharashtra that a new third strain sneaked out in Kolkata. The alarming rise in COVID-19 cases has been overwhelming for the entire medical profession. It has taken a huge toll on doctors, nurses, and other hospital staff, leading to anxiety, depression, and burnout.

Medicine is an art which one learns by touching patients – this pandemic grossly forbids this basic founding stone of medicine by preaching social distancing. The duration of the specialty and the super specialty courses in India is of 3 years and the nation is in a state of restrictions, curfews, and lockdown since March 2020. The plight of the postgraduate trainees in our country being trained in the meantime can be very well understood where the didactic lectures, physical outpatient departments, theaters engaged for elective surgeries being repelled and replaced by virtual classrooms and online training, the experience which we as teachers and students have never before! The feasibility, adequacy, and usability of online learning methods have never ever been tested-alias! This crisis communication method is the only choice we are left within this shifting environment. This is an unprecedented disruption to the sovereign medical education practices and process. The first and second waves of the COVID pandemic have caused significant disruption in surgical learning opportunities provided to junior surgeons due to cancellation of nonemergency or elective surgical procedures.

Still a long way to assess the long-term impact of this pandemic, the medical students at every level are grappling with the changes made in their curriculum including their mode of delivery and assessments. Losing opportunities of a vivid all-round clinical exposure through interdepartmental rotations, collaborative experiences, real-time interactions and feedback, and its replacement by recorded lectures or live streams is going to imprint a long-lasting dent into the quality of medical education offered. A lapse in the interests and loss of spirits to learn is bound to fudge in the medical trainees knowing that they will be assessed in their practical examination for award of their degrees without or with least patient contact and in absence of physical presence of external examiners.

Foundational knowledge of humanities and psycho-sociology may need to be imbibed in the syllabus of our medical trainee doctors exiting out novice from the pandemic. This will help them in developing insight of the professional challenges, including inequitable access to health care and policies for many populations.

Telemedicine and adoption of virtual approaches and resources for competency attainment in clinicians is a long way to go and way long to be tested.

Long live the humanity in serenity…


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