Reimagining Medical Education: Bridging Gaps in Access and Training 

This article was exclusively written for The European Sting by Ms. Sana Syamand, a 21-year-old medical student in her fourth stage at the University of Sulaimaniyah in the Kurdistan region of Iraq. She 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.

With the turn of the century, significant changes in medical education were brought about when the rise of minimally invasive surgeries, advancements in diagnostic imaging, the development of telemedicine, and the introduction of innovative treatment and therapeutic procedures prompted medical faculties to integrate these topics into their curricula. In addition to these advancements, medical schools began to prioritize and emphasize more interactive teaching methods, such as problem-based learning and simulation-based learning to enhance the skills and knowledge of future physicians. However, merely including these topics in the curriculum has not been sufficient. Creating opportunities to guarantee proper access and training regarding these procedures proves to be an additional challenge for faculties.

The growing public health demands and the insufficient healthcare workforce have placed significant pressure on medical schools to produce the maximum number of doctors with minimal resources. This increased demand often reduces the availability of hands-on training opportunities and limits access to medical procedures, which creates a negative impact on the quality of medical education and leaves many students underprepared for the world of patient care and management.

To address this gap and reduce its global impact, the integration of technology has proven to be a transformative solution. Digital tools such as virtual reality have created a revolution in medical training and education. These technologies create risk-free environments where students can practice complex procedures and enable remote learning, thereby improving access to more medical procedures and potentially increasing the quality of medical education. Additionally, virtual remote teaching and learning initiatives promote and facilitate the exchange of knowledge across borders to create opportunities for cultural exchange and promote health equity.

Non-governmental organizations also play a critical role in bridging these gaps within medical education. They provide medical students with practical training opportunities that might otherwise be inaccessible and enhance students’ clinical competence and build essential skills that are critical for addressing real-world healthcare challenges. Furthermore, these organizations often collaborate with medical schools to ensure that the training opportunities align with the unique needs of underserved regions and thus empower students to contribute meaningfully to healthcare systems both locally and globally.

A more equitable and effective preparation of future healthcare professionals cannot be guaranteed until these gaps are addressed and a solution is found, as any gap in medical education can eventually indicate a gap in healthcare services and overall patient care. Bridging these gaps does not only signify the improvement of medical education but rather represents a critical step towards more equitable and higher-quality healthcare services.

Resources:

• https://www.iamse.org/mse-article/bridging-the-gap-between-the-scientific-and-societal-aspects-of-medical-education/

About the author

Sana Syamand is a 21-year-old medical student in her fourth stage at the University of Sulaimaniyah in the Kurdistan region of Iraq. Her passion for medical education prompts her to partake in activities related to its enhancement. She believes that education holds an immense power in shaping people’s life. She currently serves as the National Officer on Medical Education (NOME) in IFMSA-Kurdistan.