ArticleBMC medical education2025
Dealing with the extraordinary: how a community of practice supports resident training during the COVID-19 pandemic and beyond.
Article in BMC medical education, 2025. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 2 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
2 citing papers in PubMed.
- Pandemic to endemic: a longitudinal multinational study on COVID-19's effects on graduate medical education.BMC medical education · 2026Article
- Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
4 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
backgroundThe practice of medicine occurs within a community of practice (CoP), where learning is shaped through shared purpose, the interaction of members, and the development of collective knowledge and skills. Through experiential learning, medical trainees become healthcare professionals within this community. The COVID-19 pandemic disrupted traditional training models, requiring residents to adapt under extraordinary circumstances. This study applies a CoP lens to explore how residency program directors (PD) perceived residents' learning, competence development, and adaptation during the pandemic.
methodsA qualitative analysis was conducted on PD's written responses to a COVID-19 survey administered by the Accreditation Council for Graduate Medical Education-International from July 1 to September 30, 2020. De-identified narrative reflections on the pandemic's impact on clinical learning environments and training experiences were analyzed using thematic content analysis.
resultsResponses from 138 PDs in six countries were analyzed. Three themes emerged, highlighting the social and dynamic nature of experiential learning in a CoP: (1) capability building, where residents adapted by integrating and applying knowledge, skills, and attitudes as modeled by faculty and peers; (2) fostering resilience in the face of uncertainty through altruism, volunteerism, strong support networks, and collective moral resilience; and (3) collaborative working and communicating across interdisciplinary and interprofessional teams, facilitated by a flattening of traditional hierarchies.
conclusionsSupport from senior physicians and a shared sense of purpose facilitated residents' learning in a rapidly changing, high stakes environment. This accelerated experiential learning occurred through engagement within a CoP. Our findings illustrate how the CoP framework can help residency programs foster adaptive learning and resilience during future large-scale disruptions to medical training.
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Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.