ArticlePerspectives on medical education2025
From Crisis to Opportunity: Reinventing Medical Education After COVID-19.
Article in Perspectives on 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.
- Promoting expertise knowledge sharing in paediatric virology: An update (Review).Experimental and therapeutic medicine · 2026Review
- 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
2 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
The COVID-19 pandemic dramatically disrupted traditional bedside teaching in medical education, emphasizing the need for innovative approaches to clinical training. This disruption highlights a critical opportunity to reassess and enhance medical education practices for future resilience. This paper examines the changes in bedside teaching brought about by the COVID-19 pandemic and explores the use of novel tools and technologies to support this essential educational practice. Key adaptations to bedside teaching involved virtual patient interviews, telemedicine clinics, and live-streamed surgeries. Hybrid models allowed for the co-location of some participants while integrating virtual supervision. Challenges included access disparities, technological limitations, and the inability to fully replicate hands-on training. Evidence supports the retention of traditional bedside teaching for high-contact encounters, hybrid models for limited-contact scenarios, and fully virtual teaching for non-contact educational needs. The pandemic has demonstrated the adaptability and resilience of medical education. By strategically incorporating virtual and hybrid approaches, we can enhance the quality, accessibility, and effectiveness of bedside teaching. These approaches not only address the challenges posed by the pandemic but also offer opportunities to prepare future healthcare professionals for a dynamic and technologically advanced healthcare environment.
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What OpenQuestion holds
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.