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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 (Frenk et al, 2022).”
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Metadata
- 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
- Social Sciences › Education › 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
About these checks
Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.
Statistics and arithmetic are recomputed, not judged.
Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.
What counts as a claim ›How we measure confidence ›How we check this ›
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