Teaching-learning strategies for clinical medical training students during and after the covid-19 pandemic: A systematic review

Abstract

Introduction: The covid-19 pandemic radically transformed medical education globally, with a significant impact on clinical learning.

Objective: To describe teaching-learning strategies in clinical medical training students, during and after the covid-19 pandemic.

Method: A systematic literature review was conducted, using a PICO question and a search strategy based on inclusion and exclusion criteria in seven databases between 2020 and 2023. MeSH terms and Boolean operators AND and OR were used to formulate eight equations, limited to English and Spanish. Evidence selection, data extraction, and methodological quality assessment were performed.

Results: During the pandemic, teaching strategies were found that included structure and development of virtual courses for clinical rotations, curriculum design, and exam preparation for theoretical knowledge and clinical skills. Institutions contributed information and communication technologies. Students used self-directed, active, autonomous, multimodal, and bichronic online learning. After the pandemic, hybrid teaching and in-person asynchronous and synchronous learning were adopted.

Discussion: The impact on in-person clinical practices in hospital settings has led to the urgent need for virtual alternatives, requiring significant efforts from universities, faculty, and students to overcome them. One limitation identified is the lack of consistency in the concept of “clinical learning” based on interventions and their outcomes, rather than on a firm theoretical foundation, given the heterogeneity of pedagogical models that is difficult to identify, perhaps due to the educational contingency that had to be addressed due to the central role played by the covid-19 pandemic in this area.

Conclusions: The periods reviewed during and after the covid-19 pandemic are important for understanding the phenomenon. The different teaching-learning strategies implemented demonstrate attention to ensuring continuity in clinical medical education and training, with a range of adaptability and innovation.