%0 Journal Article
%T Continuing medical education during pandemic waves of COVID-19: Consensus from medical faculties in Asia, Australia and Europe.
%A Wong C
%A van den Broek W
%A Doody G
%A Fischer M
%A Leech M
%A De Ponti F
%A Gerbes A
%A Nishigori H
%A Lee YM
%A Frens M
%A Kasuya H
%A Bazzoli F
%A Hickel R
%A Lee HS
%A van Leeuwen JPTM
%A Mitchell C
%A Kadomatsu K
%A Atherton J
%A Chan F
%J MedEdPublish (2016)
%V 10
%N 0
%D 2021
%M 38486552
暂无%R 10.15694/mep.2021.000064.1
%X This article was migrated. The article was marked as recommended. Medical faculties have the responsibility to train tomorrow's doctors and in a crisis face the challenge of delivering students into the workforce promptly and safely. Worldwide, medical faculties have faced unprecedented disruptions from viral outbreaks and pandemics including SARS, Ebola, H1N1 and COVID-19 which bring unique challenges. Currently there is worldwide disruption to medical faculties and medical education due to COVID-19. Despite close links with clinical medicine and the known risks of pandemics, many medical faculties have been caught off guard without pandemic planning in place, to deal with an exponential rise in infections and deaths, overwhelmed health services and widespread community risk of transmission. Assessing transmission risk of COVID-19 in teaching, clinical and community attachments and continuing medical education is paramount as medical faculties face subsequent pandemics waves. Consensus statements based on best available evidence and international expertise from medical faculties in Asia, Australia and Europe were developed to help guide the protection of staff and students, priorities on teaching activities and further educational development. Infection prevention, infection control, contact tracing and medical surveillance are detailed to minimise transmission and to enhance safety. Recommendations on teaching activities planning can enhance responsiveness of medical faculties to tackle subsequent waves of COVID-19 infection. A global approach and dialogue are encouraged.