Clinical Teaching and Learning Experiences without Physical Patient Contact
This resource collection was built in response to the COVID-19 pandemic’s significant impact on the teaching and learning of health professionals. Designed by diverse educators, this working collection features clinical learning experiences, which can be readily used or easily adapted for specific, local settings, without the need for physical patient contact.
Seeking your submissions
As healthcare professionals work on the front lines in our communities to face the COVID-19 pandemic, medical and health professions educators are responding with new learning experiences* that protect the learner, reduce the impact on the healthcare systems, and impede further spread of this novel virus.
We actively seek submissions of learning experiences, particularly those that support patient care, but do not involve direct patient contact. Once submitted, the resources will be included in a collection that will be free and widely available to the community of medical education. Submitted resources should describe structured learning experiences* that:
- Involve no physical contact with patients; and
- Have objectives focused on skills with clinical relevance in broad competency areas.
Submissions may also include supplements such as: checklists, worksheets, lesson plans, cases, or lecture outlines.
All submissions will be reviewed by the collection editor, Lisa Howley, PhD, Senior Director of Strategy Initiatives and Programs, to ensure criteria for inclusion are met. If you have a learning experience you would like to submit to the collection but need additional support, please contact us at firstname.lastname@example.org.
*We define learning experience as any structured interaction, course, program, or other experience in which learning takes place, whether it occurs in traditional academic settings, nontraditional settings or includes traditional educational interactions or nontraditional interactions. These structured experiences are overseen by the institution and include the delineation and assessment of learning objectives.
All content in this collection reflects the views of the author(s). The AAMC does not endorse specific content, products or methodologies unless clearly specified.