This work was undertaken in a private medical school in Malaysia, it looks at interventions undertaken due to the COVID-19 pandemic and impact on students. The pandemic disrupted the accepted norms for delivery in the faculty, requiring quick changes to ensure uninterrupted teaching, learning and assessment for students. The problems were instant conversion to on online format with the use of simulation and recorded practical sessions for theory and practical sessions respectively. The other major issue was to educate staff and students on this matter and update delivery platforms.

The immediate solutions

• Use the platforms immediately available.

• Determine a minimum level of competency required to deliver the curriculum.

• Engage stakeholders.

• Ensure faculty development

• Adhere to regulatory frameworks.

This was communicated to all stakeholders and lines of communication formed to engage and mentor students through the period. Feedback on the sessions were sought. Students were constantly reminded this was non-punitive. Objective measures were to compare assessment outcomes of high stakes examinations from the previous years. Questionnaire surveys were used for feedback. Pass rates with previous cohorts were compared. The preliminary result indicates general satisfaction with teaching and learning, preference of the online platform for formative assessment and a comparable performance in all high stakes examinations.

Impact

• The online platform is an acceptable for both instructors and students.

• Formative assessment was preferred on this platform.

• Delivery of the curriculum was continued without disruption if you started with what was available and then developed capabilities

• Communication was important.

ImpactDisruption forces innovation and movement out of comfort zones, medical education has largely depended on face-to-face delivery. The pandemic has allowed more innovative delivery.