时代周刊:新冠病毒如何影响下一代医生(2)（在线收听）

The foundations of the American medical-education system haven't changed much for decades.

美国医学教育体系的基础几十年来并没有发生多大的变化。

The first two years are a mad rush to attend lectures and memorize as much information as humanly possible, as students usually take the first part of their medical licensing exam after their second year of school.

因为学生们二年级之后通常要参加行医执照考试的第一部分，所以他们前两年会疯狂赶去听课并尽可能记住更多的信息。

Students start clinical rotations in hospitals in their third year, then spend most of their fourth trying to find a match for their next phase of training: medical residency.

三年级时他们开始在医院进行临床轮转。之后四年级的大部分时间里他们会试图为自己下一阶段的培训——住院医师培训——找到匹配人选。

The pandemic upended all that last spring. Classes could no longer happen in person, let alone in large lecture halls.

去年春天爆发的新冠彻底颠覆了这一切。他们再也无法亲自去上课，更不用说在大教室里上课了。

Students couldn't go to hospitals for training because facilities needed to conserve resources, including personal protective equipment.

学生们不能去医院接受培训，因为需要保存资源的设施，包括个人防护装备。

And travel restrictions made it difficult for fourth-year students to do "audition rotations" at hospitals where they hoped to complete residency.

此外，由于旅行限制，四年级学生很难在希望完成住院实习的医院进行“试镜轮换”。

Fiona Chen, who was in her third year at Brown University's Warren Alpert Medical School this past spring,

菲奥娜·陈今年春天在布朗大学沃伦·阿尔珀特医学院读三年级，

went from spending around 40 hours a week in the clinic to watching a weekly Zoom lecture and volunteering for a corona virus information hotline.

她从每周在诊所呆大约40个小时，变成了每周观看Zoom讲座，并自愿为一个冠状病毒信息热线服务。

"We basically put a pause on our entire lives," she says.

“我们的整个生活基本上暂停了，”她说。

They couldn't stay paused forever. Schools had no choice but to adapt, which for many opened the door to overdue changes—changes that are coming in handy with COVID-19 again surging and new lockdowns being enacted.

他们不可能永远止步不前。学校别无选择，只能适应，对许多人来说，这为姗姗来迟的改变打开了大门——随着新冠感染人数再次激增，新的封锁正在实施，这些改变将派上用场。

"A lot of the inertia and conventions of medicine are being broken down," says William Jeffries, vice dean for medical education at the Geisinger Commonwealth School of Medicine in Pennsylvania.

宾夕法尼亚州盖辛格联邦医学院负责医学教育的副院长威廉·杰弗里斯说：“医学的许多习惯和惯例正在被打破。”

"Advances in medical education are now happening at light speed."

“医学教育正在以光速发展。”

Although some students returned to the classroom later in the year, Step 1 last spring was bringing traditional classes online—a fairly easy task for most schools in the developed world,

尽管一些学生在今年晚些时候重返课堂，但第一步是在去年春天将传统课堂引入网络——这对大多数发达国家的学校来说是相当容易的任务，

albeit less so for schools in places like Southeast Asia and Africa, where Internet access is spottier.

但对互联网接入不稳定的东南亚和非洲等地的学校来说就不那么容易了。

In developed nations, at least, the shift enabled schools to look critically at the way they were teaching before the pandemic.

至少在发达国家，这种转变使学校能够以批判性的眼光审视疫情爆发前的教学方式。

Kaiser's pre-existing plan to teach anatomy using virtual reality simulators, rather than cadavers, proved fortuitous.

凯泽之前的计划是使用虚拟现实模拟器而不是尸体来教授解剖学，这被证明纯属巧合。

Imperial College London gave students access to a video library of old patient interviews and exams.

伦敦帝国理工学院为学生提供了一个视频图书馆，里面有老病人的采访和考试。

At New York University's Grossman School of Medicine, professors began recording their lectures so students could watch in advance and use class time for livelier discussion.

在纽约大学格罗斯曼医学院，教授们开始把讲课内容录下来，这样学生们就可以提前观看并利用上课时间进行更生动的讨论。

"Lectures have been fading as a useful didactic model for 10 years, but we continue to use them," says Dr. Steven Abramson, NYU's vice dean for education, faculty and academic affairs.

纽约大学负责教育、教师和学术事务的副院长史蒂文·艾布拉姆森博士说：“讲座作为一种有用的教学模式已经消失了10年，但我们仍在继续使用。”

The pandemic may finally catalyze lasting change.

新冠最终可能会促成持久的变革。