Solutions, enablers and barriers to online learning in clinical medical education during the first year of the COVID-19 pandemic: A rapid review

• Published in: Medical teacher Vol. 44; no. 2; pp. 187 - 195
• Main Authors: Bastos, Rodrigo Almeida, Carvalho, Danielle Rachel dos Santos, Brandão, Carolina Felipe Soares, Bergamasco, Ellen Cristina, Sandars, John, Cecilio-Fernandes, Dario
• Format: Journal Article
• Language: English
• Published: England Taylor & Francis 01.02.2022; Taylor & Francis Ltd
• Subjects: Barriers; clinical medical education; COVID-19; COVID-19 - epidemiology; Disruption; Distance learning; Education, Distance - organization & administration; Education, Medical - methods; Education, Medical - organization & administration; Electronic Learning; Electronic publishing; First year; Humans; hybrid learning; Innovations; Learning; Medical education; online learning; Pandemics; remote learning; Teachers; Teaching; Teaching and learning strategies; COVID-19; clinical medical education; hybrid learning; remote learning; Teaching and learning strategies; online learning
• ISSN: 0142-159X; 1466-187X
• DOI: 10.1080/0142159X.2021.1973979

The COVID-19 pandemic has seen a major disruption to undergraduate and postgraduate clinical medical education. The aim of this rapid review was to identify and synthesize published literature relating to the solutions, enablers and barriers to online learning implemented in clinical medical education during the first year of the COVID-19 pandemic. All articles published before March 2021 in peer-reviewed journals, including MedEdPublish, that described authors' experience of online learning in response to the COVID-19 pandemic. A descriptive analysis of the solutions and a qualitative template analysis of enablers and barriers. 87 articles were identified for inclusion. Face to face teaching was maintained with interactive approaches between learners and/or learners and teachers. Several innovative solutions were identified. The enablers were a readiness and rapid response by institutions, with innovation by teachers. The barriers were the lack of planning and resources, usability problems and limited interactivity between teachers and students. Important and timely evidence was obtained that can inform future policy, practice and research. The findings highlighted the urgent need to use rapid design and implementation methods with greater explicit descriptions in published articles to ensure applicability to other contexts.