Medical education: where do we go now? 

This article was exclusively written for The European Sting by Mr. Khalil Bilani, a 4th-year medical student at Saint George’s University of Beirut. He is affiliated with the International Federation of Medical Students Associations (IFMSA), cordial partner of The Sting. The opinions expressed in this piece belong strictly to the writer and do not necessarily reflect IFMSA’s view on the topic, nor The European Sting’s one.

In the last few years, the world we know has had a dramatic change. It changed in ways that promoted different perceptions of knowledge and how to seek it. Medical education was no exception. The field of medicine today provides unprecedented opportunities for improvement in terms of accessibility, diversity, and innovation due to the technological revolution. However, with this advancement arose complex problems and responsibilities, particularly in terms of equity and ethical concerns urging us to start taking action. 

The integration of technology has reformed medical education through the usage of digital tools and artificial intelligence (AI). Accessibility to medical education has increased significantly after the introduction of virtual classrooms; this alternative allowed us to cross the barrier of capacity without compromising the quality of education. Virtual classrooms have also allowed students from different geographical areas to be together. This change led to an increase diversity and inclusivity of medical education. Hence, students can now discuss problems from different points of views influenced by their culture and community, consequently broadening the perspective on global health issues through exposure. Additionally, technological advancements allowed for innovation with the introduction of virtual reality (VR). Said introduction created a risk-free environment for medical training, increasing the quality of healthcare. Moreover, medical schools were able to alleviate the double burden of finding cadavers as well as their cost for practical anatomy labs for instance.  

The implementation of technology in medical education posed complex problems which are yet to be solved. Firstly, inequity in accessibility is heightened due to poor infrastructure, especially in low- and middle-income countries (LMICs), this is mainly due to poverty and lack of quality internet access. Secondly, ethical concerns have also been raised, targeting the need to assess academic integrity. For instance, the increased prevalence of cheating in online assessments poses the question of whether these types of assessments can lead to competent future physicians. Lastly, over-reliance on technology is an emerging concern in medical training which can lead to students missing important milestones in their medical journey. Therefore, this affects their critical thinking and problem-solving skills subsequently compromising the future of our healthcare system and quality of care. 

To conclude, implementing technology in medical education has led to many advancements, especially in improving social accountability through better accessibility, diversity, and inclusivity. At the same time, this implementation led to inequity toward LMICs, threatening many aspects of the healthcare system. Therefore, policymakers should have clear guidelines concerning the correct implementation of technology in medical education shaping the way to move forward. This poses the question: Does this implementation threaten the quality of care and the future of our healthcare system?  

About the author

Khalil Bilani is a 4th-year medical student at Saint George’s University of Beirut. Currently serving as the SCOME Development Assistant in LeMSIC Lebanon, he plays an active role in shaping medical education. With a deep passion for the field, Khalil is dedicated to enhancing the learning experience for future medical professionals. His commitment to both academia and medical education continues to inspire his peers and contribute to the growth of the medical community.

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