Sustainable Medical Education During COVID-19: Adapting to the New Normal

Glossary definitions and references:

Scientific and Ayurvedic Glossary list for “Sustainable Medical Education During COVID-19: Adapting to the New Normal”. This list explains important keywords that occur in this article and links it to the glossary for a better understanding of that concept in the context of Ayurveda and other topics.

1) Learning:
Learning is the process of acquiring knowledge or skills through experience, study, or instruction. In the context of medical education, it refers to how students absorb and apply complex information related to clinical practices, which has been particularly challenging during the COVID-19 pandemic due to the shift to online formats.

2) Teaching:
Teaching is the act of imparting knowledge, skills, or competencies to others, typically in an educational setting. During the pandemic, medical lecturers faced significant challenges adapting traditional teaching methods to online platforms, which impacted the effectiveness of their instruction and students' learning outcomes.

3) Education:
Education encompasses the overall process of facilitating learning, typically in academic environments. The editorial highlights how the COVID-19 pandemic forced educational institutions to pivot quickly to distance learning, raising concerns over the quality and continuity of medical education, especially for clinical skills acquisition.

4) Study (Studying):
Study involves focusing one's attention to understand academic material or research topics. It is critical in medical education where students must grasp complex medical concepts. The pandemic hindered traditional study methods, as students often require hands-on experience in clinical settings to cement their knowledge.

5) Disease:
Disease refers to a pathological condition of a bodily part, an organ, or system resulting from various causes. The COVID-19 pandemic severely affected global health landscapes, which prompted the Movement Control Order in Malaysia, directly impacting medical education and the teaching of clinical practices.

6) Death:
Death signifies the end of life and has broad implications for public health, particularly during a pandemic. The editorial mentions that the first COVID-19 death reported in Malaysia marked a pivotal moment that led to significant changes in medical training and healthcare priorities.

7) Medicine:
Medicine is the science and practice of diagnosing, treating, and preventing illness. The pandemic has created unprecedented challenges for medical education, threatening the quality of clinical training and the ability of future healthcare professionals to respond effectively to public health crises.

8) Anxiety:
Anxiety reflects the emotional responses individuals experience under stress, which has been exacerbated during the pandemic among both students and educators. The transition to online learning formats can produce uncertainty and unease, affecting engagement and performance in medical training contexts.

9) Cancer:
Cancer is a group of diseases characterized by uncontrolled cell growth. Although not directly discussed in the context of the COVID-19 pandemic, the continuing education on such significant health issues remained essential for medical students. Adapting teaching to include cancer education online raised further challenges.

10) Medium:
Medium refers to the mode or channel through which education is delivered. The pandemic necessitated a transition from traditional classroom settings to online mediums, which provoked debates over the efficacy and adaptability of online teaching methods in achieving desirable learning outcomes.

11) Manca (Mamca):
Manca refers to a surname that appears to be related to educational references in the context of the editorial. It signifies the contributions of individuals involved in the study and insights gathered from adapting to the changes brought by the pandemic in educational methods.

12) Table:
Table may refer to data tables used in educational or research contexts. In the editorial, tables or figures could organize information on pandemic-related educational strategies and outcomes for easy comprehension and accessibility for both educators and students.

13) Cina:
China is referenced due to its status as an early epicenter of the COVID-19 pandemic. The international nature of the outbreak influenced educational practices globally, as countries adapted to new realities and created risk management strategies based on international developments.

14) Human life:
Human life encompasses all aspects of biological existence and the social constructs that shape it. The pandemic has highlighted vulnerabilities in human life related to health, education, and social interaction, necessitating changes in medical training to better prepare future healthcare practitioners.

15) Announcement:
Announcement refers to formal notifications regarding important events or changes in policies. The announcement of the Movement Control Order in Malaysia was pivotal, prompting immediate adjustments in teaching methods in higher education and highlighting the need for effective communication within educational institutions.

16) Perception:
Perception affects how individuals interpret and respond to information. In the context of the pandemic, perceptions of online learning quality varied among educators and students, influencing their readiness and adaptive measures to transition successfully from traditional to virtual learning environments.

17) Training:
Training is the process through which individuals acquire skills and knowledge. In medical education, training is crucial for ensuring competencies in patient care, which faced challenges as institutions transitioned to online formats that may not adequately simulate practical, hands-on experiences required in clinical settings.

18) Writing:
Writing is a form of communication essential for documenting knowledge and experiences in education. During the pandemic, writing skills play a vital role whether in creating educational content for online learning, assessments, or scholarly articles evaluating the impact of COVID-19 on medical education.

19) Channel:
Channel can refer to the mediums of communication or platforms used for delivering information. In education, the channels through which lessons were delivered shifted during the pandemic, as educators were required to utilize various online platforms to ensure continuity in teaching and learning.

20) Police:
Police is a term that relates to law enforcement agencies responsible for public safety. In the context of the COVID-19 pandemic, police enforcement of the Movement Control Order ensured compliance with public health directives, directly affecting how educational institutions operated during this time.

21) Musha (Musa, Musá):
Musa could refer to a person mentioned within the context of the editorial, indicating contributions to research or anecdotes related to the challenges faced in medical education. Specific individuals may be highlighted for their roles in responding to the crisis in educational settings.

22) Post:
Post refers to the act of sharing or publishing information, especially online. The dissemination of information regarding COVID-19 challenges in education, along with methods and strategies employed during the pandemic, underlines the need for rapid information sharing to adapt teaching methodologies effectively.

23) Life:
Life involves the existence of living beings, characterized by the biological functions necessary for survival. COVID-19 dramatically influenced various life aspects, including healthcare and education, thereby reshaping how medical practices and training were approached to uphold health and safety for all.