Background: Coronavirus (COVID19) appears to be an inflection point that is forcing a disruption in medical education. Objective: The study aims to explore how medical schools in Egypt responded to COVID-19 pandemic regarding teaching and learning/assessment for undergraduate students. Design: A mixed method exploratory 2-phase study was conducted. Data was collected through a questionnaire and focus groups. Results: The responses of the participants were categorized according to main themes; University preparedness, Role of faculty in the transition, Role of ME units/Departments/National/Regional bodies in the transition, Role of Egyptian Knowledge Bank, New teaching methods/strategies, New assessment methods/strategies and Projection into the future. The staff level of preparedness for that unexpected shift was evaluated as optimum to high and a good leadership support was reported by 70% of them. They reported conflicting views about the proper role of medical education units but reinforced the idea of Egyptian Knowledge Bank’s crucial role in this transition. Additionally, 64.1% of the participants identified a clinical skills teaching challenge and 76.3% of them reported absence of alternative methods for summative assessment. Finally, there is a communication problem with the students that leads to their detachment. Conclusions: Individuals moved faster than bodies and relied on support existing outside the universities when catastrophe happened. Many recommendations emerged including the need to integrate online learning into the curriculum at favorable percentages.

中文翻译：

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COVID-19 后的医学教育调整：埃及的反思


背景：冠状病毒（COVID19）似乎是一个迫使医学教育中断的拐点。目的：本研究旨在探讨埃及医学院如何应对本科生教学/学习/评估方面的 COVID-19 大流行。设计：进行了混合方法探索性两阶段研究。通过问卷调查和焦点小组收集数据。结果：参与者的回答根据主题进行分类；大学准备、教师在过渡中的作用、ME单位/部门/国家/地区机构在过渡中的作用、埃及知识库的作用、新的教学方法/策略、新的评估方法/策略以及对未来的预测。员工对这一意外转变的准备程度被评估为最佳至高，其中 70% 的员工表示得到了良好的领导支持。他们对医学教育单位的适当作用提出了相互矛盾的看法，但强化了埃及知识库在这一转变中的关键作用的想法。此外，64.1% 的参与者确定了临床技能教学挑战，其中 76.3% 的参与者报告缺乏总结性评估的替代方法。最后，与学生之间的沟通问题导致了他们的脱离。结论：当灾难发生时，个人的行动速度比团体更快，并且依赖大学外部的支持。出现了许多建议，包括需要以有利的比例将在线学习整合到课程中。