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Teaching in the "New Normal": Using an Evidence-Based Process to Determine Should It Stay or Should It Go (SISoSIG).

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  • 1Henry M. Jackson Foundation, in support of the Uniformed Services University of the Health Sciences, Education & Technology Innovation Support Office, Bethesda, MD USA.

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Summary

Medical educators can enhance teaching post-COVID-19 by adapting new remote instruction techniques. The SISoSIG process helps faculty decide which strategies to keep for more effective future instruction.

Keywords:
COVID-19Decision-makingEvidence-based practicesMedical educationTeaching practices

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Area of Science:

  • Medical Education
  • Educational Technology

Background:

  • The COVID-19 pandemic necessitated a rapid shift to emergency remote instruction in medical education.
  • This transition introduced novel teaching methodologies and tools for educators.

Purpose of the Study:

  • To provide an evidence-based framework for medical faculty to evaluate and select effective instructional techniques.
  • To guide the integration of successful remote learning strategies into post-pandemic medical curricula.

Main Methods:

  • The paper introduces the SISoSIG (Stay, Integrate, Share, Optimize, Grow) process.
  • This process involves reflection on lessons learned during remote instruction and strategic decision-making for future course design.

Main Results:

  • Faculty can leverage adapted remote instruction techniques to potentially improve teaching effectiveness.
  • The SISoSIG process facilitates a structured approach to curriculum enhancement.

Conclusions:

  • Adopting a deliberate process for evaluating and integrating new teaching methods can lead to sustained improvements in medical education.
  • Medical educators can build upon pandemic-induced innovations to create more effective and resilient learning environments.