healthcare training management system in corona pandemic at saudi arabia

the consequences of COVID-19 on the training management system at healthcare organizations in Saudi Arabia. These changes were challenges and explore how coping with this pandemic for continuous training. Considering these circumstances, significant advances and technological developments in clinical simulation and computer games will leave us much more prepared for any similar crisis on the horizon. A particular focus lies in new possibilities and alternative modalities with potential advantages and disadvantages for delivering education, training for healthcare providers and professions during the COVID-19 pandemic.

Ultimately, the challenges created by COVID-19 will be overcome through novel solutions that will empower subsequent era of training management system (Hau, Weitz & Bork, 2020).

Corona Pandemic: Since the primary COVID-19 case was detected in Wuhan, China, in late December 2019, this pandemic has affected virtually all countries across all continents and altered lifestyles throughout the planet (Zhu et al., 2020).  This was the primary time that the consequences of an epidemic outbreak might be observed through all global health care systems within a short time-frame. Likely, COVID-19 won’t be the last global healthcare emergency we’ll encounter in our career as healthcare professionals. during this unprecedented scenario, healthcare systems worldwide have rapidly optimized and stretch their resources to deal with this example effectively. (Liang et al., 2020). Although the main target of public health measurements has been to worry for patients and communities, the emergence of COVID-19 has also invariably affected medical professionals in their academic and professional development and training from the undergraduate level to postgraduate and advanced medical education and disrupted all sorts of medical training and teaching (Nassar et al.,2020).

Basic clinical and skills principles and theoretical knowledge are most vital for medical trainees and healthcare providers. In contrast, hands-on training—also mentioned as experiential learning—is learning by doing, virtual, simulator training, skills development, and advanced training in interdisciplinary concepts are important for seniors. However, the present COVID-19 pandemic features a dramatic effect on these aspects, and several other problems and challenges exist for training and skills development. Within healthcare providers, the results of the worldwide COVID-19 spread for the training and education system are severe (Theoret & Ming, 2020).

As a result of the pandemic, universities were closed, clinical rotations for undergraduates with patient contact, elective opportunities, and clinical examination classes were suspended immediately, lectures and face-to-face seminars were restructured postponed (Akers, Blough & Iyer, 2020). Either the certification, license, and exams were postponed. Additionally, many hospitals began to limit to accept trainees, Further to stop disease spread, some hospitals even asked nonessential medical staff to remain home. Travel restrictions for business and academic purposes were introduced for medical staff, and most continuing medical education was canceled or postponed (Fong et al., 2020). With social isolation and social distance, reduced contact with the patient, and fear of getting infected, These together have contributed to the very fact that trainees were moved far away from undergraduate training, practical education, and patient contacts. As a result, the optimization of practical skills also as several non-technical skills aren’t possible. (Hau, Weitz & Bork, 2020).

Therefore, the impact of the COVID-19 pandemic on training has been enormous. The possible negative impact on the talents of healthcare providers who have had no practical training experience for a period of their time remains a challenge (Fong et al., 2020).

This together further reduces the chance for continuous education, training, and mentoring. These unfathomable circumstances require creativity, flexibility, and innovations. The profound effects of coronavirus disease may forever change how current and future healthcare providers are educated and trained. Further major effects should be examined to specialize in new models for delivering education, teaching, and training. This begins with the training of subsequent generations of healthcare providers through special clinical innovations, simulation webinars and goes as far as to affect specialized expert training modules offered in comprehensive training centers and alter the regulations for accreditation and certification of health specialists (Hall et al., 2020).

This means that adequate training, further training, and continuing education—starting with subsequent generation of doctors and increasing to experienced colleagues—has become indispensable. A special focus lies in new possibilities and alternative modalities with potential advantages and disadvantages for delivering education, training, and teaching both for residents and medical students like advanced surgeons during the COVID-19 pandemic (Hau, Weitz & Bork, 2020).  Competency-based medical education and training are seen as a central prerequisite for preparing medical trainees for the wants of adequate medical aid within the 21st century (Kuhn, Frankenhauser & Tolks, 2018).

However, the novel coronavirus pandemic has greatly affected the training management system, and thus the infrastructure of training and education systems is being compromised as never before. Due to the highly infectious nature of corona, classic teaching formats with face-to-face interactions like lectures, tutorials, etc.), laboratory, simulations, and/or any sorts of patient contact in clinical clerkships and/or rotations haven’t been possible during this phase of the pandemic (Liang et al.,2020).

Consequently, healthcare providers have rapidly tried to vary their training programs and curricula by moving the utmost amount online as possible during a digitalized format. Therefore, e-learning and blended-learning, like “flipping the classroom” concepts, are the new focuses for education and teaching, not only in surgical oncology but also during the COVID-19 pandemic (Sabharwal, Ficke & LaPorte, 2020).

During the COVID-19 pandemic, healthcare trainees have expressed dissatisfaction due to a scarcity of clinical teaching and patient interaction. The necessity for novel ways to interact with patients remotely and safely is clear. Online resources are often limited in their ability to assist students in developing clinical skills and professionalism. We agree that traditional online teaching resources cannot fully substitute in-person learning. However, innovative virtual solutions could provide the prospect for safe and meaningful interaction with clinical teams and real patients (Hoernke et al., 2020). Efforts within the last years and thus the time of this crisis have shown that these new learning forms are considered efficient compared with traditional, traditional teaching methods. Potential advantages and disadvantages of the normal learning activities for our described three groups may be used for education and training during COVID-19 (Gaur et al., 2020).

Training and Training Management System

Training cares with increasing the knowledge and skills of employees for doing specific jobs, and development involves the expansion of employees altogether. Whereas training increases job skills, development shapes the attitudes of employees (Chand, 2014).

Every organization must have well-trained and experienced people to perform the activities that possess to be done. If current or potential job occupants can meet these requirements, training could also be a smaller amount critical. When this is often often often not the case, however, it becomes necessary to boost the skill levels and increase the flexibility and adaptableness of employees. The key focus of training is on an individual’s current job. It’s designed to form another effective in one’s current job. Training programs are designed to strengthen learning so that employees are simpler and efficient in the work (Shawal, 2015).

Training is to supply individuals with appropriate experiences that help them develop their skills and increase their knowledge; By counting on applying the training process within the foremost effective way (Pang et al., 2020).

Training could even be a core mission for healthcare providers and professionals under the foremost unusual circumstances. There’s little modern precedent for the worldwide COVID-19 pandemic. Thus, the training management system’s resiliency and infrastructure are being tested and examined like never before. The training works to develop, and expand horizons for skills and behaviors associated with flexibility at work, organized thinking and dealing, the power to unravel and affect various problems, the power to adapt to changes and new working conditions, and other soft skills that we’d wish to our practice. In an era during which social distancing seems the foremost effective measure for limiting disease transmission, medical students are either banished from the wards or ushered into the workforce before schedule. Residents outside of disease epicenters adjust to a replacement reality of virtual didactics and reduced clinical schedules, while those in City are charging to the front lines with limited personal protective equipment (PPE). These unrecognizable circumstances have left everyone to wonder, How can we balance the imperative of social distancing with the necessity for hands-on training? What alternative learning modalities are often implemented. The disruptive impact of COVID-19 on training, most hospitals have restricted all nonessential elective clinical activities and procedures according to MOH recommendations.

Impact of Corona-19 Pandemic at Training Management System: Many programs have restructured their call schedules to scale back their number of in-house residents, while others face the likelihood of resident redeployment to service with greater demand. Annual Scientific Meeting and conferences were canceled, followed by postponements of the written and oral examinations. These unfathomable circumstances require flexibility and creativity. Although there’s no substitute for a time within the OR, residency programs are quick to migrate the didactic components of the training curriculum online. Web-based educational platforms became the frontier of innovation within the era of COVID-19 (Tomlinson et al., 2020).

Coronavirus disease 2019 (COVID-19) has profoundly impacted residency and fellowship training and education. However, how and to what extent the COVID-19 pandemic compromised the daily involvement of trainees in clinical and skills activities is currently unknown. The adoption of smart learning is critical. We recommend continuing to revise steadily using webinars, podcasts, prerecorded sessions, and social media for those who are suffering from examination delays. Routine activities like journal clubs and departmental teaching should continue through webinars, if possible (Balhareth et al., 2020).

Both the present and future health and care workforce must be prepared through training to deliver health care in disrupted, overburdened, and rapidly changing environments in times of crisis. It’ll require incorporating critical thinking into education and more specialization in generalism (at least in undergraduate training) to stimulate the workforce to be creative and avid lifelong learners, adapting to the situations around them. The present and future health and care workforce, and people who educate them, must reflect on the upstream causes of the extent of preparedness of health systems to past crises. A paradigm shift is required among educators and professionals to acknowledge that the health workforce is responsible for individual health and population health Education is required on the social determinants of health, emphasizing interprofessional and cross-sector collaboration. ‘Super specialization’ of staff in training (e.g., specialized nurses) threatens their generalist skills and knowledge and can end in difficulties for redeployment when needed.

Skill-based training should be expanded to include new skills. Value-based training should foster interprofessional and intersectoral solidarity and trust. In summary, a well-trained health and care workforce are central to health system resiliency to future unexpected events (Durski et al., 2020). The TMS should crucially foster innovative initiatives across nursing and healthcare to sustain the tutorial process and content (Woolliscroft, 2020).

Furthermore, some general frameworks are proposed to handle the crisis generated by the COVID-19 outbreak. They investigated healthcare practitioners’ attitudes towards the COVID-19 outbreak in Saudi Arabia: A general qualitative framework for managing the pandemic. However, these frameworks are very broad and don’t specify the procedures that have to be administered to manage the COVID-19 pandemic in each country. Generally, these frameworks are directed to the institutions, communities, and governments of the countries of the planet and suggest adapting medical systems to regulate and stop the spread of COVID-19; establish policies to mitigate the disease and reduce the transmission of the pandemic; protect communities and detect possible disease transmission scenarios; provide emergency funds and health insurance; establish and extend social protection to the whole population; disseminate accurate information about the pandemic; promote education about the COVID-19 using social media and television; make sure the supply of water, food, energy, medicine, and other medical materials; improve the operation and management of emergency systems; improve leadership and communication between government and communities; evaluate the economic and social impact of the COVID-19 pandemic; make sure that governments and communities coordinate and implement recommended actions, etc. (Alanezi et al., 2021).

Challenges : The COVID‐19 pandemic has challenged our community to think about balancing our needs for educating trainees for future practice and our call to duty to conserve resources in fighting this global pandemic as physicians. As little progress in reopening clinical operations, additional limits, safety precautions, and social distancing measures are likely to continue within the near future. We show that the utilization of technology can mitigate a number of the negative impact of decreased clinical exposure. Within the era of social distancing, programs should continue to develop virtual curriculums for training education. However, there’s still room for improvement in ensuring trainees receive adequate training to organize their future careers during this pandemic (Guo et al., 2020).