Abstract
COVID‐19 has disrupted education at all levels. Medical schools are moving their classes and assessments online as they try to maintain continuity in their students’ education. Medical school curricula have transitioned online and, wherever possible, didactics are being front‐loaded as institutions await a return to normalcy, when learners can return to the clinical environment.1
We, the authors, are all faculty members in the Health Professions Education programme of a research‐intensive medical school in the USA. We have been tasked with supporting our medical school faculty members as they transition to online teaching and, during this process, we have learned that in addition to technical skills, faculty members also need understanding and compassion. In this article, we share our lessons learned in transitioning to online teaching with self‐compassion.
We, the authors, are all faculty members in the Health Professions Education programme of a research‐intensive medical school in the USA. We have been tasked with supporting our medical school faculty members as they transition to online teaching and, during this process, we have learned that in addition to technical skills, faculty members also need understanding and compassion. In this article, we share our lessons learned in transitioning to online teaching with self‐compassion.
| Original language | English |
|---|---|
| Pages (from-to) | 538-540 |
| Number of pages | 3 |
| Journal | Clinical Teacher |
| Volume | 17 |
| Issue number | 5 |
| DOIs |
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| Publication status | Published - 1 Oct 2020 |
| Externally published | Yes |
Keywords
- online teaching
- COVID-19
- medical education
- curriculum innovation
- self-compassion