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Preparing and responding to 2019 novel coronavirus with simulation and technology-enhanced learning for healthcare professionals: challenges and opportunities in China
  1. Li Li1,2,
  2. Minjie Lin3,
  3. Xifu Wang2,4,
  4. Pinhong Bao5,
  5. Ying Li3,6
  1. 1Department of General Practice, Guangzhou First People’s Hospital, South China University of Technology, Guangzhou, Guangdong, China
  2. 2Department of Healthcare Simulation, Wu Jieping Medical Foundation, Beijing, Beijing, China
  3. 3The Clinical Skills Training Center, Second Xiangya Hospital, Changsha, Hunan, China
  4. 4Department of Emergency Medicine, Guangzhou First People's Hospital, Guangzhou, Guangdong, China
  5. 5Department of Outpatient, Guangzhou First People's Hospital, Guangzhou, Guangdong, China
  6. 6Department of Nephrology, The Second Xiangya Hospital of Central South University, Changsha, Hunan, China
  1. Correspondence to Dr Li Li, General Practice, Guangzhou First People's Hospital, Guangzhou, Guangdong, China; mrcatking{at}; Professor Ying Li, Department of Nephrology, The Second Xiangya Hospital of Central South University, Changsha, Hunan, China; liyingdoctor{at}

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In December 2019, a novel coronavirus disease (COVID-19) was first recognised in Wuhan, Hubei Province in China, and rapidly spread to other domestic areas in China and internationally.1 2 Similar to other severe infectious disease outbreaks including severe acute respiratory syndrome (SARS), Ebola and even influenza, the COVID-19 could lead to high morbidity and mortality.3 Attention has been aroused and measures have been taken by countries around the world in dealing with the situation. Education and training initiatives, especially in China, have been undertaken to address the issue.

Previous infectious disease outbreaks or pandemics have had negative impacts on healthcare education and training. And there is no exception this time. The overall impact of COVID-19 on education and training of medical students and healthcare workers (HCWs) in China includes:

  1. Temporary regulations to restrict personal contact for the sake of infection control that leads to reduced accessibility of face-to-face teaching and learning across the medical education continuum.

  2. Postponement of the semester start date by the Chinese Ministry of Education (MOE) as the outbreak took place during the winter break of the Spring Festival.4

  3. Sudden increase of workload among HCWs in different hospitals with overstretched working hours that result in reduced time for clinical teaching.

  4. HCWs being called to the frontline to reinforce the continuously reducing local medical care resources of the outbreak (as part of the national response) as few instructors are available to provide clinical teaching and feedback for students and residents.

  5. Suspension of activities that grant continue medical education (CME) units by the Chinese National Health Commission (NHC).

Despite these reductions, there is a need to provide training responding to COVID-19. Deploying appropriate …

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