Pandemics Past and Present: A Guided Inquiry Approach

Area of Science:

• Medical Education
• Infectious Diseases
• Public Health

Background:

• COVID-19 highlighted gaps in medical curricula regarding historical pandemics, scientific literature appraisal, and ethical dilemmas.
• Medical students' community building and professional identity formation were hindered by clinical environment dismissals during the pandemic.

Purpose of the Study:

• To address identified curricular gaps by developing and evaluating an online course on pandemic life cycles.
• To enhance medical students' understanding of historical pandemics, critical literature review, and ethical considerations related to infectious disease outbreaks.

Main Methods:

• A synchronous, online course, "Life Cycle of a Pandemic," was delivered using a modified guided inquiry approach over two weeks.
• Small student groups (15-18) met daily with facilitators, discussing past pandemics, COVID-19 ethics, and clinician experiences, concluding with reflection.
• Student perceptions were assessed via an anonymous, voluntary post-course survey.

Main Results:

• 99% of students agreed that learning about historical pandemics enhanced their understanding of COVID-19.
• 90% developed a better understanding of COVID-19 management strategies, including non-pharmacological interventions and treatments.
• Qualitative themes included critical resource appraisal, physician responsibility, humanism, pandemic knowledge, and historical learning.

Conclusions:

• The COVID-19 crisis revealed a need for earlier curriculum integration of pandemic history and biology.
• Medical learners require enhanced training in critically reviewing scientific literature and differentiating it from lay press.
• The flexible online course format allows for adaptation to evolving topics and repurposing for graduate or continuing medical education.