The COVID-19 pandemic disrupted medical education. In-person classes and clinical rotations were urgently canceled, followed by a historic and unprecedented migration to online teaching. Most medical school courses were not designed to be fully online, and faculty and students are novices in the process. The purpose of this article is to provide recommendations for educators to optimize their approach to online curricular transformation. Mindful teaching online creates presences that set climate and support discourse, establish routines that build practice, model professional expectations, and challenge but support learners.
Bibliographical noteFunding Information:
Andrew Olson receives grant funding from the Gordon and Betty Moore Foundation to study clinical reasoning and diagnostic excellence; and the Alliance for Academic Internal Medicine for a Clinical Reasoning Faculty Development Academy.
© 2021, International Association of Medical Science Educators.
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