The DOI matches its Crossref record; 25 of the 27 references it cites were found in a registry or an index.
Medical Education During the Coronavirus Disease-2019 Pandemic: Learning From a Distance
Open accessAbstract
As paradigms of clinical care delivery have been significantly impacted by the novel coronavirus disease-2019 pandemic, so has the structure, delivery, and future of medical education. Both undergraduate and graduate medical education have seen disruptions ranging from fully virtual delivery of educational content and limited clinical care for medical students to increased clinical demands with redeployment for residents and fellows. Adherence to social distancing has led to the adoption and implementation of already available technologies in medical education, including video conferencing softwares and social media platforms. Efficient and effective use of these technologies requires an understanding not only of these platforms and their features but also of their inherent limitations. During a time of uncertainty and increased clinical demands, the approach to medical education must be thoughtful with attention to wellness of both the educator and learner. In this review, we discuss the influence of the pandemic on the existing medical education landscape, outline existing and proposed adaptations to social distancing, and describe challenges that lie ahead.
Overview
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Integrity signals
Registry
Cites
Statistics
Verification
Claims the paper makes
The claims and statistics of this paper haven’t been checked yet.
Run the check — free, no account needed. It reads the open-access text and checks the sources it cites.
Claims other papers make about this one
Each is checked against this paper’s own text: does it say what the citing paper says it does?
In the citing paper
“There was also a corresponding decrease in practical sessions, labs, and workshops, which are quite critical in some fields of education (Hilburg et al., 2020).”
From Proactive and reactive engagement of artificial intelligence methods for education: a review (2023) · cites this paper as Hilburg et al., 2020
Self-check
Percentages, sums and reported differences re-computed from the paper’s own numbers.
The self-check needs the paper’s full text.
Citations
Cites
Medical Student Education in the Time of COVID-19
Rose, S. (2020) · JAMA · doi:10.1001/jama.2020.5227 · Cited by 1,740
The Impact of COVID-19 on Medical Education
Ferrel, M., & Ryan, J. J. (2020) · Cureus · doi:10.7759/cureus.7492 · Cited by 684
Virtual Learning During the COVID-19 Pandemic
Almarzooq, Z., Lopes, M. S., & Kochar, A. (2020) · Journal of the American College of Cardiology · doi:10.1016/j.jacc.2020.04.015 · Cited by 586
A vision of the use of technology in medical education after the COVID-19 pandemic
Goh, P.-S., & Sandars, J. (2020) · MedEdPublish · doi:10.15694/mep.2020.000049.1 · Cited by 426
Developing a Usability Evaluation Method for e-Learning Applications: Beyond Functional Usability
Zaharias, P., & Poylymenakou, A. (2009) · International Journal of Human-Computer Interaction · doi:10.1080/10447310802546716 · Cited by 331
The Inevitable Reimagining of Medical Education
Emanuel, E. (2020) · JAMA · doi:10.1001/jama.2020.1227 · Cited by 324
Abramowicz, D., Cochat, P., Claas, F. H. J., Heemann, U. W., Pascual, J., Dudley, C., Harden, P., Hourmant, M., Maggiore, U., Salvadori, M., et al. (2014) · Nephrology Dialysis Transplantation · doi:10.1093/ndt/gfu216 · Cited by 313
The Role of Medical Students During the COVID-19 Pandemic
Miller, D. G., Pierson, L., & Doernberg, S. N. (2020) · Annals of Internal Medicine · doi:10.7326/m20-1281 · Cited by 279
Impact of Covid 19 in medical education
K., S. D. (2021) · International Journal of Health Research and Medico Legal Practice · doi:10.31741/ijhrmlp.v7.i1.2021.7 · Cited by 269
“We Signed Up for This!” — Student and Trainee Responses to the Covid-19 Pandemic
Gallagher, T. H., & Schleyer, A. M. (2020) · New England Journal of Medicine · doi:10.1056/nejmp2005234 · Cited by 268
Research works printed but not linked: 1
- Kim M K, Rabinowitz L G, N Satish, et al. A primer for clinician deployment to the medicine floors from an epicenter of Covid-19. Catal Non-issue Content. 1(3).2020 https://doi.org/10.1056/CAT.20.0180. Accessed May 19, 2020 · DOI
Cited by
Sorted by citations
Effectiveness of Virtual Medical Teaching During the COVID-19 Crisis: Systematic Review
Wilcha, R. (2020) · JMIR Medical Education · doi:10.2196/20963 · Cited by 486
Medical education challenges and innovations during COVID-19 pandemic
Papapanou, M., Routsi, E., Tsamakis, K., Fotis, L., Marinos, G., Lidoriki, I., Karamanou, M., Papaioannou, T. G., Tsiptsios, D., Smyrnis, N., et al. (2021) · Postgraduate Medical Journal · doi:10.1136/postgradmedj-2021-140032 · Cited by 325
COVID-19, internet, and mobility: The rise of telework, telehealth, e-learning, and e-shopping
Mouratidis, K., & Papagiannakis, A. (2021) · Sustainable Cities and Society · doi:10.1016/j.scs.2021.103182 · Cited by 329
Maqsood, A., Abbas, J., Rehman, G., & Mubeen, R. (2020) · Current Research in Behavioral Sciences · doi:10.1016/j.crbeha.2020.100011 · Cited by 235
Students’ satisfaction and continued intention toward e-learning: a theory-based study
Rajeh, M. T., Abduljabbar, F. H., Al-Qahtani, S. M., Waly, F. J., Alnaami, I., Aljurayyan, A. N., & Alzaman, N. S. (2021) · Medical Education Online · doi:10.1080/10872981.2021.1961348 · Cited by 147
Metadata
- Authors
- Hilburg, R., Patel, N., Ambruso, S., Biewald, M. A., & Farouk, S. S.
- Affiliations
- University of Pennsylvania (US)
- Icahn School of Medicine at Mount Sinai (US)
- University of Colorado Anschutz (US)
- Corresponding author
- Farouk, Samira S.
- Venue
- Advances in Chronic Kidney Disease
- Publisher
- Elsevier BV
- Published
- 2020-09
- Volume
- 27
- Issue
- 5
- Pages
- 412-417
- ISSN
- 1548-5595 (ISSN-L)
- PMC
- PMC7309716
- OpenAlex
- W3036979579
- Cited by
- 300
- References
- 27
- Citations by year
- 2026: 8 · 2025: 16 · 2024: 43 · 2023: 58 · 2022: 72 · 2021: 95 · 2020: 8
- FWCI
- 43.69
- Type
- journal article
- Language
- en
- Open access
- hybrid
- doi.org
- Licence
- Locations
- Advances in Chronic Kidney Disease (publishedVersion, other-oa)
- PubMed Central (publishedVersion)
- PubMed (publishedVersion)
- Topics
- Social Sciences › Education › Innovations in Medical Education
- Social Sciences › Education › Education during COVID-19 pandemic
- Social Sciences › Education › E-Learning and COVID-19
- Keywords
- COVID-19 pandemic, medical education, distance education, online learning, social distancing, videoconferencing, social media in education, graduate medical education, undergraduate medical education
- MeSH terms
- Physical Distancing, COVID-19, SARS-CoV-2, Education, Medical, Graduate, Education, Medical, Undergraduate, Humans, Morale, Telemedicine, Education, Distance, Videoconferencing
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 ›
Are you an author, or do you see a problem with this page? Request a review
