Preparing to Help: Response Strategy of Schools of Medicine and Health Sciences to COVID-19 Pandemic

Me preparo para ayudar: respuesta de escuelas de medicina y ciencias de la salud ante COVID-19

Jorge E. Valdez-Garcíaa,†, Mildred Vanessa López Cabreraa,‡, María de los Ángeles Jiménez Martíneza,§, José Antonio Díaz Elizondoa,þ, José Antonio Gerardo Dávila Rivasa,?, Silvia Lizett Olivares Olivaresa,¶,*

a Escuela de Medicina y Ciencias de la Salud, Tecnologico de Monterrey, Mty., N. L., México.

Recibido: 26-marzo-2020. Aceptado: 29-marzo-2020.

* Silvia Lizett Olivares Olivares. Ave. Morones Prieto No. 3000 Pte. Col. Los Doctores, 64710, Monterrey, N. L., México. Tel.: 81 8888 2072. Correo electrónico:


La revisión por pares es responsabilidad de la Universidad Nacional Autónoma de México. 2007-5057/© 2020 Universidad Nacional Autónoma de México, Facultad de Medicina. Este es un artículo Open Access bajo la licencia CC BY-NC-ND ( ).

Palabras Clave

Pandemia; educación médica; COVID-19; educación a distancia; tecnología educativa.


Pandemic; Education Medical; COVID-19; Distance Learning; Educational Technology.


The pandemic declared by the World Health Organization impacts multiple economic and social sectors, including health care services and higher education. Especially, the Faculties of Medicine and Health Sciences are struggling with the duality of training socially responsible healthcare professionals, protecting their physical and emotional integrity, and contributing to the vulnerable scenarios. Faculty members face an imminent increase in health care needs for infected patients according to the estimates of experts and authorities, resulting in and high risk and saturation of work.

This document proposes a guideline as an action plan to face the expansion of COVID-19. First, the Protection and safety of the educational community should be privileged by suspending clinical training activity with the purpose of training. Secondly, Academic continuity should be performed with distance education, considering stages of preparation, design, implementation, and evaluation. It is imperative an intensive use of technology, digital resources, and application of virtual simulation scenarios. A third component is the Communication and emotional follow-up of the academic community to mitigate the anxiety, uncertainty, and loneliness for students, teachers, parents, and support staff. Finally, the Response and social responsibility is part of the Medical and Health Sci-ences mission. Health professionals can contribute to the education, prevention, and support of people impacted by the pandemic situation. Students learn new competencies during this process. The conclusion relates to the opportunity to reconcile through unique approaches the clinical work and the need for support for this new reality.