Özet:

Aim: Since the beginning of the COVID-19 pandemic, medical faculties have been trying to adapt their program, their students and educators, which are the main components of education, to new and rapidly changing conditions. For this reason, this study aims to investigate medical educators’ point of view about the effects of pandemic on undergraduate and graduate medical education, and their experiences during the pandemic. Methods: It is a basic qualitative study. The study was carried out with the participation of a total of 13 medical educators, 4 from basic sciences, 6 from internal sciences and 3 from surgical sciences, at Hacettepe and Akdeniz University Faculty of Medicine, between October and November 2020. In-depth individual interviews were conducted with the participants and the findings were evaluated with thematic analysis. Results: Participants most commonly shared negative opinions about the effect of the pandemic. Medical educators commonly think that the inability to continue face-to-face clinical education (Terms 4-5) in undergraduate education due to the pandemic negatively affects the acquisition of clinical competencies and professional attitudes and values. During the pandemic process, the negative effects of insufficient number and variety of patients and interventional practices, especially in clinical specialties, are reported in postgraduate education. Clinical teaching activities (visit, bedside discussion, etc.) were applied considering the risk of infection. Medical educators' online teaching experiences have included difficulties in planning/adapting teaching, preparing materials, providing online student participation, teacher-student interaction, motivation, and conducting reliable and methodically rich exams. Developing and increasing the accessibility of educational materials for distance education were evaluated as positive developments. While medical educators see the adaptation process to distance education as a challenge in terms of using technology and rapidly adapting teaching during the pandemic process, they also perceive it as an important gain. The negative effects of the lack of face-to-face interaction with the student in the social and psychological context were widely shared. Conclusions: The distance education experiences of medical educators in the COVID-19 pandemic draw attention to the importance of improving the technological infrastructure of medical faculties and supporting educators (use of technology, distance education-assessment methods). In addition, arrangements (social networks, feedback, etc.) that support medical educators socially and motivationally are recommended. In the context of carrying on face-to-face education in pandemic conditions, it is important to provide and maintain safe clinical and learning environments for educators, learners and patients. It is recommended to carry out studies to ensure equal opportunity at the national level, and to increase cooperation and sharing (educational materials and infrastructure) among medical faculties.

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