| Teaching and Learning |
Recognize that the rapid shift to online learning modalities likely requires ongoing evaluation, refinements, and improvement. Acknowledge that learners may have difficulties learning from home as well as challenges accessing a computer or the internet. Provide learners with self-directed learning resources with structure and guidance to promote student motivation and accountability. Simultaneously collect real-time feedback and use rapid-cycle improvement to promote continuous improvements while adapting new formats or processes. Identify potential innovations to maintain the fidelity and benefits of in-person learning, particularly for clinical skills. Consider integrating educational innovations created in response to COVID-19 (e.g., online learning modules and resources) into the core curriculum to be sustained after the pandemic. Scale what is working to other areas of your curriculum. Share success stories with others who may be struggling with similar challenges and could benefit from these strategies, particularly those in similar institutions (e.g., between residency programs). Conduct program evaluations of the new formats and processes adopted in response to COVID-19 to compare outcomes and provide evidence of merit and worth to learners and stakeholders. |
| Utilizing Learners |
Recognize that learners may be highly motivated to help out clinically during times of need and consider potential opportunities to engage them in meaningful roles – especially medical students when removed from their clinical rotations. Consider the training level, skillset, and experiences of learners. When appropriate, junior learners (e.g., medical students or junior residents) may be helpful to provide care in less acute settings or assist with low-risk roles to free senior residents and faculty to provide acute and intensive care. Provide learners working clinically with proper training on how to use personal protective equipment and provide care to COVID-19 patients. As learners have diverse needs, an individualized approach should be considered when engaging learners in the workforce – don’t assume all learners want to help out clinically. Learners may also be willing to help out in non-clinical ways, such as volunteering in the community. Continue providing learners with adequate supervision, feedback, and evaluation in the clinical setting as much as possible. Ensure safety equipment is available to learners in the clinical environments as well as health insurance if it is not already provided |
| Supporting Learners |
Recognize the potential burden of COVID-19 on learner well-being and proactively provide systemic and programmatic support, appropriate access to counselling, peer support systems, and social networking. Acknowledge that the diverse and unique needs of learners may differ for some groups at this time, including students who may have a disability, parents, caregivers, and international learners. Approach medical learner well-being holistically to ensure that mental, physical, intellectual, social, and occupational wellness is achieved. Cultivate a culture of wellness both systemically and programmatically (upstream) so that learners are able to thrive (downstream) during their training as well as disruptive events such as COVID-19. Recognize that “anticipatory loss” of milestones may be associated with learner anxiety and try to mitigate concerns relating to these areas, including: cancellation of electives, reduced clinical exposures, concerns about career decision making, anxiety about what specialties to apply to for residency with limited clinical exposure and the cancellation of electives, disruption of traditional timelines and processes, cancellation of licensing examinations, impact on career progression and obtaining employment, etc. |
| Communicating with Learners |
Communicate with learners clearly, early, and often – but not too often. Use centralized and streamlined modalities to reduce information overload, such as an e-mail update or frequently updated website, rather than social media. Consider surveying learners to ask about communication preferences and tailor the communication in response to their needs. Provide clear and concise updates to learners relating to the impacts of COVID-19 on their education, including changes to their program, timelines, and milestones. Be transparent about decision-making processes, outcomes, and contingency plans. Provide reassurance as much as possible and clearly communicate supports and resources to learners, such as institutional wellness resources, career counselling, academic advisors, peer supports, etc. |
| Policy, Planning, and Decision Making |
Engage learners in the decision-making process as much as possible, and as early as possible. Include learners on planning committees and in the development of policies. Create avenues for learners to be engaged in decision-making and to provide feedback to administrators and decision-makers, such as town halls, open office hours, or surveys. Acknowledge the diverse experiences and needs of learners and allow for flexibility in solutions. For instance, recognize that some – but not all – junior learners may wish to help, and that the health system may benefit from utilizing this skilled workforce. Provide multiple options to learners when possible to promote autonomy and flexibility. Develop robust policies and procedures from this experience. Plan for how the program or institution will respond to disruptions to medical training, including any subsequent waves of COVID-19, future pandemics, climate change emergencies, etc. |
