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Unlocking the Potential of Medical Education During a Pandemic

Unlocking the Potential of Medical Education During a Pandemic

Introduction

The COVID-19 pandemic has significantly disrupted medical education, presenting both challenges and opportunities for innovation. The research article "COVID-19 and Medical Education: A Four-Part Model to Assess Risks, Benefits, and Institutional Obligations During a Global Pandemic" provides a comprehensive framework to navigate these turbulent times. This blog will explore how practitioners can leverage these insights to enhance their skills and contribute to better outcomes in medical education.

Understanding the ALARA and AHACA Frameworks

The article introduces two critical frameworks: ALARA (As Low As Reasonably Achievable) and AHACA (As High As Conceivably Achievable). These frameworks, borrowed from high-risk industries like nuclear energy, offer a structured approach to managing risks and benefits in medical education during a pandemic.

Practical Applications for Practitioners

Practitioners can implement these frameworks in several ways to enhance safety and learning outcomes:

Encouraging Further Research

The pandemic has highlighted the need for continuous research and adaptation in medical education. Practitioners are encouraged to delve deeper into the ALARA and AHACA frameworks, exploring their applicability in various clinical contexts. Further research can lead to more refined strategies that enhance both safety and educational outcomes.

Conclusion

By integrating the ALARA and AHACA frameworks, medical educators can navigate the complexities of teaching during a pandemic. These strategies not only ensure the safety of learners but also enhance their professional growth and commitment to the medical field. As we continue to adapt to the evolving landscape of healthcare, these frameworks provide a robust foundation for making informed, ethical decisions.

To read the original research paper, please follow this link: COVID-19 and Medical Education: A Four-Part Model to Assess Risks, Benefits, and Institutional Obligations During a Global Pandemic.


Citation: Barach, P., Ahmed, R., Nadel, E. S., Hafferty, F., & Philibert, I. (2020). COVID-19 and medical education: A four-part model to assess risks, benefits, and institutional obligations during a global pandemic. Mayo Clinic Proceedings, 96(1), 20-28. https://doi.org/10.1016/j.mayocp.2020.10.017
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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