Introduction:

The challenges for medical education due to the COVID-19 pandemic require new pedagogical strategies to train ethical, humanistic, critical and reflective professionals.

Objective:

To identify the pedagogical strategies used for medical education during the COVID-19 pandemic around the world.

Method:

A review of the academic literature indexed in international databases was conducted according to the scoping review methodology. The information was collected in the PubMed, LILACS, SciELO, Virtual Health Library, Web of Science and Scopus databases. The keywords used were “Education, Medical” AND “Pandemics” OR “Coronavirus Infections”. We found 1,350 articles and 27 met the inclusion criteria.

Results:

Pedagogical strategies for medical education during the COVID-19 pandemic are centered on remote education, with the use of digital distance learning platforms through the internet and technology. The literature pointed out the need for teachers to be involved in the pedagogical process, planning activities and identifying appropriate digital platforms. There is no consensus on the inclusion of students in practical activities. Studies point to the existence of technology-mediated education even before the pandemic and its link with telemedicine. The need to incorporate disciplines to help manage pandemics with a focus on public health was identified.

Conclusion:

The experiences found were concentrated in high-income and developed countries. In addition, they are dependent on the internet and information and communication technologies. Omissions were identified regarding the limitations and weaknesses of this new pedagogical strategy, especially the lack of universal and equal access to digital media, the disregard of minority and underdeveloped realities and the devaluation of interpersonal relationships essential to medical training.

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