Challenges and opportunities for educating health professionals after the COVID-19 pandemic
Open accessAbstract
The education of health professionals substantially changed before, during, and after the COVID-19 pandemic. A 2010 Lancet Commission examined the 100-year history of health-professional education, beginning with the 1910 Flexner report. Since the publication of the Lancet Commission, several transformative developments have happened, including in competency-based education, interprofessional education, and the large-scale application of information technology to education. Although the COVID-19 pandemic did not initiate these developments, it increased their implementation, and they are likely to have a long-term effect on health-professional education. They converge with other societal changes, such as globalisation of health care and increasing concerns of health disparities across the world, that were exacerbated by the pandemic. In this Health Policy, we list institutional and instructional reforms to assess what has happened to health-professional education since the publication of the Lancet Commission and how the COVID-19 pandemic altered the education process.
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Increasing pressures on clinical services impact professional development opportunities.
“Increasing pressures on clinical services impact professional development opportunities (Frenk et al, 2022).”
From Autistic SPACE: a novel framework for meeting the needs of autistic people in healthcare settings (2023) · cites this paper as Frenk et al, 2022
The Introduction reports that increased demand for health services changed the competencies required of graduates, and the COVID-19-related educational changes section says clinical demands prompted early graduation and additional training in specific skills. These examples show clinical demand affecting education, but the paper does not establish the broader claim that increasing pressure on clinical services affects professional development opportunities. (LLM, conf=0.78)
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Medical and Healthcare Curriculum Exploratory Analysis
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Autistic SPACE: a novel framework for meeting the needs of autistic people in healthcare settings
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Efficiency of Simulation-Based Learning Using an ABC POCUS Protocol on a High-Fidelity Simulator
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Competency-Based Workforce Development and Education in Global Oncology
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- Authors
- Frenk, J., Chen, L. C., Chandran, L., Groff, E. O. H., King, R., Meleis, A., & Fineberg, H. V.
- Affiliations
- University of Miami (US)
- University of Maryland, Baltimore (US)
- University of Pennsylvania (US)
- Gordon and Betty Moore Foundation (US)
- Corresponding author
- Chandran, Latha
- Venue
- The Lancet
- Publisher
- Elsevier BV
- Published
- 2022-10
- Volume
- 400
- Issue
- 10362
- Pages
- 1539-1556
- ISSN
- 0099-5355 (ISSN-L)
- 0140-6736
- PMC
- PMC9612849
- OpenAlex
- W4307420006
- Cited by
- 369
- References
- 149
- Citations by year
- 2026: 82 · 2025: 106 · 2024: 113 · 2023: 65 · 2022: 2
- FWCI
- 14.20
- Type
- journal article
- Language
- en
- Open access
- green
- www.ncbi.nlm.nih.gov
- Licence
- Locations
- The Lancet (publishedVersion)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Health Sciences › Medicine › Public Health, Environmental and Occupational Health › Innovations in Medical Education
- Health Sciences › Health Professions › General Health Professions › Health and Medical Education
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- health professions education, COVID-19 pandemic, competency-based education, interprofessional education, educational technology, institutional reform, teaching reform, health disparities, history of medical education
- MeSH terms
- COVID-19, Delivery of Health Care, Health Personnel, Humans, Pandemics
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